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PHR Exam > Learning & Development > Flashcards

Learning & Development Flashcards

1
Q

Individual Development Plans (IDPs)

A

Engage EEs in their career growth by enabling EEs to work with supervisor and HR to discuss current position and leaning opps to increase KSAs

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2
Q

Skills gap assessments

A

Review requirements for future positions and KSAs the EE lacks. Gaps can be filled with training and learning opps

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3
Q

Succession Planning Process

A
  1. ID hard to fill positions, positions with highest turnover, positions with largest scope and impact
  2. Create tracking sheets for each position with title, comp, min reqs, duties
  3. Assess if there are people already in org who can fill those positions. Some will be ready immediately and some will need time to prep/transition
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4
Q

Attrition

A

Percentage of employees who leave the organization. Includes voluntary and involuntary terms.

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5
Q

Organizational Charts

A

Can show clear career paths and positions that are significant to the org. Shows position relationships.

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6
Q

How do we determine if EEs should be compensated for training?

A

FLSA says that EEs must be compensated at regular pay rate if training is:
1. Directly related to EE’s current job
2. Conducted during regular working hours
(otherwise considered mandatory)

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7
Q

OSHA Training Requirements

A

EEs must be trained in all areas related to safety for their specific job. All safety procedures & protocols. Machinery, equip, chemicals, hazcom, PPE, hearing protection, AED

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8
Q

Sexual Harassment Training

A

Supreme Court ruled that orgs can be held liable for sex harrass if there is not a reasonable effort made to prevent and correct inappropriate workplace behavior. Training should include definitions, prevention techniques, EE responsibilities, how investigations are conducted.

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9
Q

Learning Theories

A
  1. Behaviorism
  2. Cognitivism
  3. Constructivism
  4. Experiential
  5. Connectivism
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10
Q

Behaviorism

A

Led by: instructor.

Focus: behs, reactions, and responses to situations/events.

Facilitated thru: assessments/tests, repetition/practice.

Pros: recall of info or performance of task.
Cons: Doesn’t prep learner for problem solving, creative thinking, or critical thinking

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11
Q

Cognitivism

A

(Cognitive Info Processing)
Led by: instructor

Focus: how new info organized/aligned w existing knowledge.

Assumes: Learners are proactive and are reasoning and processing info at a high level. Used to teach strategies.

Facilitated thru: Feedback, concept mapping, use of analogies and metaphors, and providing structure.
Builds upon knowledge learned from behaviorist method

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12
Q

Constructivism

A

Led by: Self
Focus: how person interprets new info and applies it to own situations.

Assumes: Learners understand that info is evolving and applications may change. Learners are proactive, solving probs & analyzing situations critically

Facilitated thru: case strudies, brainstorming, simulations, apprenticeships, and collab learning

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13
Q

Experiential Learning

A

Led by: Instructor

Focus: individual exps and how they learn from them, can help to modify future behs.

Assumptions: Ppl do, think, plan, and redo. Learning thru reflection & planning.

Facilitated thru: studying concepts, reviewing exps, incorporating new ideas, determining future opps

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14
Q

Connectivism

A

Led by: Self
Focus: Ppl are self-directed in learning, can access info b/c of tech.
Assumes: Learning proactive & outgoing. Looking for edu and new info. Understand importance of sharing info w others & connecting ppl together thru learning.
Facilitated thru: ppl seeking new info

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15
Q

Tools to increase learning & retention

A 
Memory Exercises
Discussion
High-lvl critical thinking exercises
Face-to-face interaction
Personalized instruction for dif lvls learning
Various communication styles
Virtual training- videos, simulations
Handouts- resources for future reference
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16
Q

Benefits of using learning theories and tools

A

Info can be used in workplace
Learning becomes more interesting & sought after
Morale & attitudes improve
Relationships improve and clarity ensured thru better communication. R/s begins, improves, expands
More efficiency, effectiveness, profitability

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17
Q

Adult Learning Processes

A

“Adult” refers to individuals who are very experienced in their field; in profession 15+ yrs AND/OR are in Baby Boomer/Gen X. Instructors must create open-minded learning exp

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18
Q

5 Elements of engaging learners

A
  1. Orientation
  2. Motivation
  3. Reinforcement
  4. Retention
  5. Transference`
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19
Q

Orientation (learning element)

A

Emphasizing to learner what they will learn and how they can apply it to their current work. How they will benefit ST & LT

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20
Q

Motivation

A

Each person may have a dif motivator: knowledge, insights, social interaction. Review who will be in the class (position, exp, background) and customize based on what might motivate them

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21
Q

Reinforcement

A

Both positive and negative reinforcement can be effective, depending on type of training

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22
Q

Retention

A

Measures effectiveness of training. Practicing skills, challenging ideas, and multiple methods of presenting the material will increase retention

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23
Q

Transference

A

Understanding what was learned and applying it to life/work.

24
Q

Techniques to overcome adult learning aversion

A

Build on previous exp and opp for future exp
Est relevance
Create and deliver on expectations
Align individual objectives w learning opp objectives
Act out and apply material w specific examples from participants

25
Q

ADDIE Model

A

Model of instructional design, linear process.
Analyze- determine org needs & skill gaps. Define audience. Align w org goals
Design-ID content, lessons, tools, assesment options
Develop- create program & run trials
Implement- prep env, deliver, engage, close out course
Evaluate- effectiveness, validate it for future (review how participants take info back to work)
Cons: not good if changes are made/evolution is necessary (linear nature)

26
Q

Kirkpatrick Model

A

Dev by Donald Kirkpatrick in 1950s. Assesses a training’s effectiveness. Evaluates program on 4 lvls: Reaction, Learning, Beh, Results (progressive)

27
Q

Reaction (lvl of evaluation, training)

A

Part of Kirkpatrick Model. Measures individual response: how useful was training to participant? Use surveys, interviews, focus groups. Do immediately after training and then later on. Used by training mgrs

28
Q

Learning (lvl of evaluation, training)

A

Part of Kirkpatrick Model. Measures how much KSAs are improved as a direct result of the training, how it affects work. Use tests before & after, perf reviews, mgr rpts, on-the-job work assessments. Used by supervisors

29
Q

Behavior (lvl of evaluation, training)

A

Part of Kirkpatrick Model. Measures how much person changes beh/attitude as direct result of training. Questionnaires, observing behs, 360 reviews. Used by mgrs

30
Q

Results (lvl of evaluation, training)

A

Part of Kirkpatrick Model. Evaluates how the org as a whole benefits from the training in terms of productivity, efficiency, effectiveness, revenue, etc. Review high lvl rpts: financial, inspection. Used by execs, sr leaders

31
Q

KPIs

A

Key Performance Indicators- measure the achievement of a goal (or lack of)
Pros: Create clarity by showing picture of strat being implemented. Creates focus by showing what matters and what reqs attention. Creates improvement by showing progress toward goals

32
Q

Examples of KPIs related to training

A 
Avg training cost per EE
Avg training hrs per EE
Budget spent on training
Internal & external training sessions offered/attended
ROI
33
Q

Organizational Development

A

Series of techniques used to facilitate LT changes in an org. Strategic, planned, interactive, ongoing approach to improve EE & org effectiveness. Core Process:

  1. Diagnose Situation
  2. Interventions
  3. Monitor Progress
  4. Feedback
34
Q

Expanded Org Development Process

A
  1. Determine Needs of Org- align with mission, vision, vals
  2. Understand current state of programs/process being reviewed
  3. Propose & adopt future state of programs
  4. Design updates & changes while reviewing current resources
  5. Implement changes while reviewing current resources
  6. Evaluate changes/ impacts, make adjustments
35
Q

Organizational Development Techniques

A
  1. Facilitate development
  2. Align Goals
  3. Communicate
36
Q

Benefits of Facilitating Development (OD technique)

A

Facilitating learning/growth creates opps for EEs to participate in change process. Increased motivation and smoother implementation of changes, increased comfort level to report suggestions & concerns. Increase productivity & effiency & retention

37
Q

Benefits of Aligning Goals (OD technique)

A

EEs understand how their work supports the org, allows EEs to support goals more

38
Q

Benefits of Communication (OD technique)

A

Est transparency and trust in changes to be implemented. Can motivate EEs to be engaged in process of change. EEs more open to sharing ideas and issues

39
Q

Problem Solving Steps

A
  1. Define/Analyze a Problem
  2. ID & choose a solution
  3. Plan and Implement a solution
40
Q

Problem Solving Techniques

A

PDCA: Plan, Do, Check, Act
DMAIC: Define, Measure, Analyze, Improve, Control
A3: Clarify prob, Break down prob, Set goal, Determine root cause, Dev action plan, Implement action plan, Eval results, Adjust & standardize process

41
Q

5 Whys

A

Six Sigma method to determine root cause of a problem. Asking “why” 5 times

42
Q

Types of task analysis

A
  1. Instructional

2. Informational

43
Q

Instructional Task Analysis

A

Step by step process that explains how something is done.

Done at any lvl of org. HR can use to validate job descriptions, clearly shows essential job functions

44
Q

Informational Task Analysis

A

Step by step process that explains why something is done

45
Q

Task Analysis Process principles

A
  1. Any requirment that could affect selection and retention must be based on valid job needs
  2. Any req affecting selection/retention is subjected to fed/state regs. Can’t be discriminatory unless bona fide occupational qualification (BFOQ) can be proven
  3. Best resources for info about job & req’s are the workers and their supervisors
  4. Job reqs ID’ed from a standardized and consistent analysis are most likely reliable & accurate
46
Q

Bona Fide Occupational Qualification (BFOQ)

A

Qualification that is discriminatory in the context of hiring but has been proven to be necessary & req’d in order to perform job. (Women models for women’s clothing)

47
Q

Steps to conduct instructional task analysis

A
  1. ID task to analyze
  2. Record steps of task
  3. Have others perform task based on recorded steps
  4. Observe others conducting task
  5. Research variances: Missing steps or misunderstandings?
  6. Adjust task analysis
  7. Perform task w updated info
48
Q

Coaching vs. Mentoring

A

Similarities: Help EEs realize potential & make pos impact. Built on respect, trust, integrity, mutual interest,. Can increase motivation, satisfaction, engagment, productivity. Better communications & r/s. Less turnover
Mentoring based on advising. Coaching based on asking.

49
Q

Mentoring Programs

A

Based on goal of advising. Ongoing r/s, indefinate. Mentor is more experience and can offer broad advice on leadership, career opps

50
Q

Coaching Programs

A

Based on goal of asking. R/S est for set pd of time to accomplish a goal. Formaly scheduled mtgs. Focus on specific growth opps and perf needs. Coach is more experienced in specific role/task and offers training in certain skills.

51
Q

GROW Model

A

More often used for coaching than mentoring.
Goal- What do you want?
Reality- Where are you now?
Options- What could you do? (& poss obstacles)
Will- What will you do?

52
Q

Tools to use for Mentoring

A 
Take notes, create learning log
Ask open-ended questions
Listen
Encourage questions
Request feedback
Create record of achievements
53
Q

Planning a coaching/mentoring program

A
  1. Strategy- align with org
  2. Coherence- est as part of dev plan, participants are accountable for engaging
  3. Clarity- define all objectives and proposed outcomes
  4. Matching- coaches/mentors w students/mentees
  5. Support- resources & tools
54
Q

2 Primary Teaching Styles

A
  1. Passive- lectures, reading, videos, demonstrations. Low retention.
  2. Participatory- group discussion, practicing, teaching peers. High retention.
55
Q

Average Retention Rates

A 
Lecture- 5%
Reading- 10%
Audio-Visual- 20%
Demonstration- 30%
Group Discussion- 50%
Practice- 75%
Teaching Others- 90%
56
Q

Techniques to promote creativity & innovation

A
  1. Get EE feedback and involve them in discussions- culture of caring
  2. Keeping processes as simple as possible- less red tape & better understanding
  3. Open door policies, suggestion boxes, brainstorming lunches
  4. Games & contests
  5. Make sure heavy workload isn’t stifling creativity
  6. ID diverse & uncommon teams to work together
57
Q

POINt Technique

A 
Enables ppl to consider all aspects of new idea & then think of potential solutions to theorse aspects that could be challenging.
Pluses
Opportunities
Issues
New Thinking

PHR Exam (3 decks)

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