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SPHR Review > Learning & Development > Flashcards

Learning & Development Flashcards

1
Q

ADDIE

A

Most common instructional design system traditionally used by professional development designers

Phases:
Analysis
Design
Development
Implementation
Evaluation
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2
Q

Analysis Phase

A

Aka “needs analysis”

Instructional problems - clarified
Instructional goals / objectives - established
Learning environment - identified
Learner’s existing knowledge / skills - identified

  • who is audience / characteristics?
  • what do they need to learn?
  • do any learning constraints exist?
  • what are delivery options?
  • what are online andragogic conditions?
  • what is timeline for project completion?
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3
Q

Design Phase

A

Deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection

Common steps:

  • documentation of projects instructional, visual, and technical design strategy
  • apply instructional strategies according to content type
  • create storyboards
  • design user interface and user experience
  • create prototypes
  • apply visual/graphic design
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4
Q

Development Phase

A

Where developers build course structure

Common deliverables:

  • develop communication packs for program stakeholders
  • develop session plans, trainer guides, learner guides, and trainer/participant resources
  • develop trainer and on the job aids
  • develop coaching/mentoring guides
  • develop tech infrastructure and software
  • develop participant assessments
  • develop program evaluation instruments
  • conduct pilot program to determine if original requirements are met
  • review implementation and evaluation costs
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5
Q

Implementation Phase

A

Actual training program is delivered to the course participants.

Procedure for training the facilitators and the learner is developed.

Project manager ensures books/software is in place and webinar technology is functional.

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6
Q

Evaluation Phase

A

After delivery, the effectiveness of the training product is evaluated.

Course feedback is collected to validate content accuracy, completeness, teaching methods, and communication approach.

Evaluate A-D-D-I

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7
Q

“A” - Methods for Assessing Training Needs

A
  1. Check HR and other records:
    - accident and safety reports
    - attendance
    - grievance filings/turnover rates
    - performance evaluations and merit ratings
    - production, sales, or cost records
  2. Conduct individual interviews - across all levels
  3. Use focus groups
  4. Conduct observations - examine on the job performance, simulations, written work samples
  5. Use surveys or questionnaires
  6. Polling samples or group tests - highlight who needs training and in what areas
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8
Q

“A” - Training Purposes?

A
  • training to meet external HR demands
  • anticipating technological change
  • attracting a quality workforce
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9
Q

“Des” - Instructional Systems Design (ISD)

A

The practice of maximizing effectiveness, efficiency, and appeal of instruction and other learning experiences.

  • determine current state and needs of learner
  • define the end goal of instruction
  • create an “intervention” to assist in the transition

MAIN GOAL:
To improve employee performance to increase organizational efficiency and effectiveness

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10
Q

“Des” - 3 main modern learning theories

A
  1. Behaviorism - focuses on new behavioral patterns being repeated until it becomes automatic
  2. Cognitivism - the thought process behind behavior. Changes in behavior are an indicator to what’s going on in the learners head
  3. Constructivism - views learning as a process where the learner actively constructs or builds new ideas based on past knowledge
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11
Q

“Des” - Taxonomy of Educational Objectives

A

Affective = the domain concerned with attitudes and feelings that result from the learning process

Psychomotor = the ability to physically manipulate a tool or instrument

Cognitive = our ability to process and utilize info in a meaningful way

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12
Q

“Des” - Adult Learning Theory

A

Andragogy

Assumptions:

1) adults need to know why they must learn something
2) adults need to learn experientially
3) adults approach learning as problem solving
4) adults learn best when the topic is of immediate value
* learning curve is s shaped

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13
Q

“Des” - Purpose of Course Objectives

A

Needs analysis should allow a trainer to develop course objectives that target behavioral outcomes - focus on performance expectations

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14
Q

“Des” - Types of Training Programs

A

Orientation:

  • show the value - emphasize payoff (low turnover, high productivity
  • communicate company culture
  • use adult learning principles
  • give specifics - measurable objectives

Training needed by executives:

  • LT planning, strategy, forecasting
  • corporate goals, policy formation
  • strategic leadership

Management Training:

  • org development, LT corporate goals
  • company culture/values/priorities
  • goal setting, leadership, employee relations, team building

Pre-supervisory training - for ppl who want to become supervisors

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15
Q

“Des” - Four T’s of Training

A

To develop effective global leaders

Travel
Teamwork
Training
Transfer

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16
Q

“Des” - Instructional Methods and Processes

A

Action learning: participants study their own actions/experience to improve performance

Steps

  1. Formulate the hypothesis
  2. Design the experiment
  3. Conduct the experiment
  4. Analyze the results
  5. Compare analysis

Coaching/mentoring: assigning a more experienced employee to a new employee

Cross-training: prepares employees for job functions other than what they were hired to do

Internships/apprenticeships

Lectures and discussions

On-the-job or field training

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17
Q

“Dev” - Trainer Selection

A
  • using in-house personnel: executives, supervisors, managers or HR personnel found within a company
  • hiring outside trainers: faculty at universities or guest speakers such as consultants, lawyers, psychologists, or systems analysts can make presentations
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18
Q

“Dev” - Traits of Effective Trainers

A
  • They don’t pretend to have all the answers
  • They show interest, enthusiasm, and adaptability
  • They get the group involved / get to know employees / what motivates them
  • They ask what employees expect to get from the course
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19
Q

“Dev” - Choosing an Instructional Style

A

Structured Approaches: planned in advance, minimize the trainer’s control over trainees (ex. Computer based training)

Non-structured Approaches: give trainers more control over flow of instruction. Generate more participant interaction and feedback (ex. Group case studies)

Participant-led Programs: rely on skills/knowledge/abilities participants bring to the program. Instructors engage students in discussions on specific topic. Small groups discuss problem solving approaches to reach solution / apply knowledge

Lectures: passive instructional method for trainees. Only role is to listen and take notes

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20
Q

“I” - Implementation Phase

A

The stage of the professional development process where the trainer delivers the message

This section is about the many different instructional methodologies

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21
Q

“I” - Training Delivery Systems: Lecture

A
  • one of most widely used systems
  • advantage: delivers large amount of info in short time
  • disadvantage: learners have short attention span and must take notes
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22
Q

“I” - Training Delivery Systems: Discussion

A
  • allows trainees to actively participate and interact with fellow trainees
  • advantage: more engaging & allows class members to work together to develop a common approach
  • disadvantage: lack of organization/clearly defined goals, overly long digressions, no real discussion
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23
Q

“I” - Training Delivery Systems: Demonstration-Performance

A
  • AKA “demonstration and example”
  • students learn by watching a skilled worker demonstrate a technique, then by repeating observed demonstration themselves
  • good for manual jobs
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24
Q

“I” - Training Delivery Systems: Programmed Instruction (PI)

A
  • trainee works at own pace learning topic in small increments
  • a correct response is required before the learner may advance to the next unit
  • offered without intervention of a trainer, if I provided to trainee in blocks
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25
Q

“I” - Training Delivery Systems: E-learning

A
  • training via computer and network enabled transfer of knowledge
  • CBT (computer based training: stored on a hard drive
  • WBT (web based training): stored in a remote location and only accessible through the internet
  • Computer Aided Instruction: tests taken on computer so management can monitor each trainees progress and needs.
- Advantages: flexibility of time and training site 
Trainees work at own pace
Enhances organizational standardization 
Reduced delivery costs 
Improves learning consistency
Improves accessibility
  • Disadvantages: no direct contact between trainer/trainee
    Command of computer technology can be challenging
    Slow learners fall behind
    E-learning not suited for all fields
    Cost of computer software
    Learners feel isolated
26
Q

“I” - Training Delivery Systems: Simulations

A
  • Vestibule Training: classroom training that is often imported with the help of equipment, machines, or operations identical to those used in the place of work. Efficient to train semi-skilled personnel/many employees trained for same kind of work
  • Equipment Simulators: students gain familiarization / understanding of machine controls and operating procedures BEFORE training on actual machines
  • Business Games: simulation games used for teaching business. i.e. for general management, finance, HR, etc. Trainees are given some info prior and then play the game/make decisions based on certain info
  • In-basket Exercise: simulated decision making and organizational skills. Time limit imposed while trainee performs simulated job requirements
  • Case Study: participants are presented with a fictional case and work together to arrive at a solution. Simulates strategic decision making situations. Participants work together
  • Role-play: designed to simulate interpersonal challenges faced when working with others. Assesses the candidates communication and interpersonal skills
  • Behavior modeling: trainee observes a more skillful employee demonstrate desired behavior and replicates it. Trainee practices through role plays or other simulation techniques
27
Q

“I” - Training Delivery Systems: On-the-Job Training

A
  • planned, organized, conducted at the employee’s worksite
  • when a more experienced employee is assigned to work with lesser skilled employee
  • Advantage: targets development of pertinent job skills
    Less costly
    Organizational operations aren’t halted during training
    Excellent for 1:1 or group training
    Faster than traditional classroom methods
  • Disadvantage: training is inconsistent as different trainers use different approaches
    No structured training guide
    Trainer cannot execute normal job duties while training
    Trainees often have no background in adult learning
28
Q

“I” - Training Delivery Systems: Job Instruction Training (JIT)

A
  • proven technique for teaching new skills and safe, healthful work habits faster in the workplace while on the job

4 stages of JIT:

  • prepare
  • present
  • try out
  • follow up
29
Q

“I” - Training Delivery Systems: Apprenticeships

A
  • allows workers to gain new skills by understudying a superiority skilled coworker
  • includes combo of formal classroom training (180 hours) with on the job exp (2 years)
30
Q

“I” - Coaching

A
  • Business Coaching: coach works 1:1 with long term employee to push them to achieve optimal performance.
    Coach provided support, teaching, or advising
    Goal is performance improvement
  • Executive Coaching: helps executive who needs new skills due to change in org structure
  • working with mgr being groomed for promotion
  • coaching high performance execs whose personality style impacts negatively with others
  • working with execs who want to develop their career paths
  • Mentoring: helpmate of lesser skilled employee. Follows mentee throughout career
31
Q

“I” - Instructional Tools

A
  • Audio Training: when live instructor is impractical, good for ppl who travel, ppl with disabilities
  • video technologies: good for seminars, OTJ training, and international communications
  • demonstration models: good for people who learn kinesthetically
  • charts/posters/diagrams/maps: inexpensive and simple to produce, good for visual learners, i.e. fast food chart
  • multiprojectors: i.e. for power pt presentation
32
Q

“E” - Evaluation of Training Effectiveness

A
  • success or failure of a training depends on its impact on employees’ ability to achieve organizational objectives
  • 4 key determinants or levels:

1) Reactions
2) Learning
3) Behavior
4) Results

33
Q

“E” - Level 1: Student’s Reaction

A
  • students are asked to evaluate the training after completion
  • gather reaction via: checklists, questionnaires, interviews
- should ask trainees about:
Demographics
Activities
Instructional materials
Trainer qualifications
Job relevance
Program characteristics 
Program objectives
34
Q

“E” - Level 2: Learning Results

A
  • did the students actually learn the knowledge/skills the program was supposed to teach?
  • measures used to determine this:
    Pre-test and post-test
    Post-test only
    Pre-test and then post-test with a control group
  • administering a test after training can help tell whether participants have gained skills/knowledge
35
Q

“E” - Level 3: Behavior in the Workplace

A
  • students may score well on post-test. But real question is whether new knowledge and skills are retained and transferred back on the job
- tested via:
Performance test
Critical incidents
Simulation
Observation
  • simulations measure the application of knowledge to a task and predict the transfer of training to a job
  • i.e. typing or parts assembly
36
Q

“E” - Level 4: Business Results

A
  • measures via:
    Performance appraisals
    Progress
  • behavioral rating scales, performance appraisals, attitude surveys, and work samples all provide info on whether training has translated into better job performance
37
Q

“E” - Transfer of Training

A
  • the course participants ability to apply the KSAs (knowledge / skills / abilities) learned in the classroom to the job
  • if program was designed well, transfer of training should produce measurable improvement in employee’s performance.
  • ULTIMATE goal of improving job performance is to contribute to the organization’s bottom line - impacting employee productivity and profits
38
Q

“E” - Sources of info to examine for post-training affects:

A
  • Productivity reports: hard production data. Sales reports, task completion times, error rates, manufacturing totals
  • HR Reports: i.e. safety reports, absenteeism, grievance filings, turnover, customer complaints
  • Cost Analysis: training manager should use costs of trainer fees, materials, facilities, travel, training time, and # of trainees to determine hourly cost to train each person
39
Q

“E” - ROI Basic Formula

A

1) Calculate training return: i.e. increased sales, higher productivity, less equipment damage

2) Determine training investment: add up program expenses, materials & equipment expenses
- deduct: program revenues & equipment revenues

Net Training Return Formula:

Training Return - Training Investment = Net Training Return

ROI Formula:

Net Training Return / Training Investment = ROI

40
Q

Performance Appraisals - Performance Measurement: The Criterion

A
  • effective performance appraisal systems help an employer: asses employee potential & assists with promotion/transfer decisions
Helps Identify training needs
Assists in HR planning
Assists in comp planning
Identifies and corrects poor work performance
Validates employment tests (for hiring, placement, etc)
Assists in recruitment
Defending lawsuits 
Motivate employees
41
Q

Performance Appraisals - Key Performance Indicator (KPI)

A
  • helps orgs understand how well they are performing in relation to their strategic goals and objectives
  • helps orgs understand if the organization is on track or not
42
Q

Performance Appraisals - Criterion Problems

A
  • Validity: will system provide meaningful, relevant, and accurate measurements of performance
  • consistency: will ratings for employees at same level of responsibility and experience be the same?
  • value as feedback: will system assist in improving poor performance?
  • rater comprehension: will supervisors understand what is expected of them as raters?
  • rater acceptance: how will system be perceived by those who have to enforce it?
  • employee acceptance: will it present criticisms constructively? Have it’s standards been accepted by employees?
  • effectiveness: will system be effective in achieving goals? i.e. recognizing/motivating high achievers, improving performance, identifying training needs, identifying promotion readiness
43
Q

Performance Appraisals - Documenting Employee Performance

A

Creating some written documentation along the way helps ensure accurate record based on incidents that happen throughout the year - not just on most recent events

44
Q

Performance Appraisals - Types of Appraisals

A
  • rating scales / graphic rating scales: i.e. supervisor rates 1-5
  • BARS (Behaviorally anchored rating scales): anchored by using specific behavioral examples
  • paired comparison analysis: compares each employee to every other employee in the rating group one at a time. Rank order is determined by counting # of times selected as better of pair
  • ranking systems: supervisor lists all subordinates in order from highest to lowest in performance
45
Q

Performance Appraisals - Types of Appraisals Part II

A
  • Forced Distribution: fixed % of all subordinates in group fall within each categories = out of 10, 1 unsatisfactory, 2 below avg, 4 avg, 2 above avg, 1 outstanding
  • checklists: evaluators mark statements that apology to worker - who is evaluated against a large list of descriptive statements concerning job behavior
  • critical incident reports: worker is evaluated on effectiveness at handling key or critical situations arising during evaluation period; manager keeps written record of highly favorable/unfavorable employee actions
  • narrative or essay evaluations: employees duties are not objective, specific, or easily measurable. Supervisor describes in a paragraph his impressions of employees performance
- management by objectives (MBO) systems: objectives include SMART
Specific outcome
Measurable achievement
Agreed between mgr & job holder
Realistic but achievable
Time-bound clear deadline
46
Q

Alternative Performance Evaluation Systems

A

Used when supervisors don’t have opportunity to observe employees performance

  • peer reviews: have high level of worker acceptance and involvement. Tend to be stable, task-relevant, & accurate
  • 360 degree evaluations: seeks input from all ppl who deal with employee - peers, superiors, subordinates, customers
  • subordinate reviews: best position to provide constructive performance feedback. Cons: may not be truthful (fear of repercussions), managers too concerned with pleasing subordinates, mgr ratings reflect popularity
  • self-appraisals: can help employee become more involved in appraisal process and is good when combined with another appraisal system
  • field reviews: usually HR rep goes into field and assists supervisors in rating employee. Chances of bad are reduced
47
Q

Rating Errors

A
  • bias
  • rating personality instead of performance
  • employees personal background
  • halo/horn effect - all excellent vs all terrible
  • lack of clear standards
  • leniency
  • severity
  • limited use of rating scale
  • inadequate observation
  • inappropriate time span (recency error)
  • contrast effect
  • overemphasis on uncharacteristic performance
48
Q

Appraisal Interview

A

Most common interview approaches:

1) direct approach - rater does most of talking
2) indirect approach - rater asks questions/encourages responses from the employee & listens

49
Q

Building motivation during the performance appraisal interview

A
  • point out employees achievements and strengths
  • note progress made toward last years goals
  • don’t spring surprises - should be a recap of feedback provided all year
  • ask questions and listen to employees answers
  • restate employee remarks
  • identify and discuss differences that employee has about process
  • translate negatives into areas for improvement
50
Q

Validity and Reliability: Determining Validity

A

Validity refers to extent to which an employers performance appraisal process measures actual job performance

51
Q

Content Validity

A

Content valid if they are representative of the job and relevant to the job

52
Q

Predictive Validity

A

Aka criterion validity

When there is a positive statistical correlation between an employees performance appraisal and the employees performance in later jobs

53
Q

Construct Validity

A

When the employer can demonstrate that factors are critical to successful job performance

i.e. leadership for a manager vs. entry level employee

54
Q

Concurrent Validity

A

Successful people within a given company are evaluated and grouped into top third, middle third, bottom third

55
Q

Face Validity

A

The simplest form of validity - tells us that the personality test or other assessment instrument appears (at face value) to measure what it’s supposed to measure

56
Q

Validity and Reliability: Determining Reliability

A

A performance appraisal system is reliable if it provides consistent data about employees regardless of who conducts it

57
Q

Behavioral Assessments

A

Used to predict, explain, and correct behavioral issues in the workplace

Provide a tool for increasing personal awareness and improving individual and group communications

Productive feedback can be given to help direct the employee on their strengths and weaknesses

58
Q

Personality Tests: Myers-Briggs

A
  • favorite world: extrovert vs introvert
  • information: sensing vs intuition
  • decisions: thinking vs feeling
  • structure: judging vs perceiving

Your personality type = combo of 4 letters

59
Q

Personality Tests: DiSC

A

A non judge mental tool used for discussion of people’s behavioral differences

Participants are asked to complete a series of questions that produce a detailed report about their personality and behavior

Dominance
Influence
Steadiness
Conscientiousness

60
Q

Content Chunking

A

Theory created by Harvard psychologist in the 1950s

Determined short term memory can only hold 5-9 chunks of info at a time

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