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Human Resources Study Notes > Learning & Development > Flashcards

Learning & Development Flashcards

1
Q

What is Learning & Development?

A

A cluster of competencies related to the optimization of the ability of the organization, teams, and individuals to acquire and put to use new competencies

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2
Q

What is Training?

A
  • The acquisition of KSAs (knowledge, skills and abilities) to improve performance in one’s current job
  • tends to be more short term in nature.
  • Training related questions may be: for my current job, what do I need to learn right away?
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3
Q

What is Development?

A
  • The acquisition of KSAs required to perform future job responsibilities and for the long-term achievement of individual carer goals and organizational objectives.
  • it is more long-term in nature
  • deals with longer term careers rather than specific job
  • looks at areas of concern and performance management needed to improve to upon to support continuous career development
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4
Q

What is Andragogy?

A

Adult-oriented approach to learning and development

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5
Q

What is Pedagogy?

A

Traditional approach to learning and development used to educate children

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6
Q

What is important about Learning for Adults?

A
  1. Adults are goal directed
    • They want to know why they are learning, serves a purpose
    • They need to be ‘ready’ to learn
    • more conscious about their learning
  2. Adults want to participate
  3. Training needs to be relevant
  4. Training should draw upon their existence
    • Training should allow for participation and discussion
    • Training programs should include safe practice opportunities
    • if the learning doesn’t make sense, they may disregard it
  5. Adults want to be able to learn independently and autonomously
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7
Q

What is Anderson’s Adaptive Character of Thought (ACT Theory)?

A

General theory of cognition that distinguishes between 3 stages of learning:
1. Declarative Knowledge
2. Knowledge Compilation
3. Procedural Knowledge

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8
Q

What is Declarative Knowledge?

A
  • The learning of knowledge, facts and information
  • The learner is still resource dependent
  • I can talk about something, my knowledge pertains to facts and info, may not be skilled or know how to apply it but I have knowledge
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9
Q

What is Knowledge Compilation?

A
  • Integrating tasks into sequences
  • Learner’s performance may still be fragmented
  • Ex: learning to operate a cash register, first step would be to read upon it (declarative) then you would apply the knowledge and try, need to think of the buttons needed to push, give back change, bag groceries, etc. Each step would be an intentional act you thought about before doing it.
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10
Q

What is Procedural Knowledge?

A
  • The task or skill is mastered
  • applying knowledge automatically
  • turning knowledge into skill
  • Performance is automatic
  • after practice it would be automatic (ex: no longer needing to look up codes as a cashier)
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11
Q

What is Kolb’s Learning Theory?

A

Experiential Learning
- Concrete experience
- Reflective Observation
- Abstract Conceptualization
- Active Experimentation

  • offers both a way to understand employees diff learning cycle and cycle of experiential learning that may apply
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12
Q

What are the 4 stage cycles of learning?

A
  1. Converging: Abstract conceptualization and active experimentation (Thinking & Doing)
  2. Diverging: Concrete experience and reflective observation (Feeling & Watching)
  3. Assimilating: Abstract conceptualization and reflective observation (Thinking & Watching)
  4. Accommodating: Concrete experience and active experimentation (Feeling & Doing)
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13
Q

How do people learn best?

A

People learn best using all 4 learning styles as they move through the learning cycle of concrete experience, abstract conceptualization, reflective observation, and advice experimentation

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14
Q

What is Knowledge management?

A

acquires, organizes, and shares information and knowledge, and uses new information/knowledge to change its behaviour in order to achieve its objectives and improve its effectiveness.

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15
Q

What are the characteristics of a learning organization?

A
  1. Systems thinking - seeing the big picture, seeing the organization as a whole and how all its parts interact
  2. Personal mastery - the commitment by an individual to the process of learning. Be the best they can be with learning. Competitive advantage if a workforce can learn quickly. Learning cannot be forced upon someone who isn’t receptive to it. Important to develop a culture where personal mastery is practiced.
  3. Mental models - assumptions held by individuals in organizations. These models must be challenged to be a learning organization.
  4. Building shared vision - everyone being on the same page as it relates to a picture of a future in which everyone is committed. The development provides focus and energy for continuous action and learning. Most successful vision is built by all employees in the organization. Traditionally the company vision was sent from those above which doesn’t foster a learning culture.
  5. Team learning - learning from shared experiences. Benefit is problem solving of your organization is improved. Requires individuals to be involved in dialogue. Need to have shared meaning, understanding and open communication. Means that there sometimes is difficult conversations required.
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16
Q

What are the types of knowledge?

A
  • Explicit Knowledge
  • Tacit Knowledge
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17
Q

What is Explicit Knowledge?

A
  • Tangible assets that you can buy or trade, such as patents or copyrights, and other forms of intellectual property
  • can be written and documented
  • knowledge that can readily articulated, accessed and verbalized. Easily translated to others
  • Can see explicit knowledge (ex: training materials, performance management materials)
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18
Q

What is Tacit Knowledge

A
  • Valuable wisdom learned from experience and insight that has been defined as intuition, know how, little tricks, and judgement
  • kind of knowledge that is difficult to transfer to another person by means of writing it down or verbalizing it.
  • Need to understand peoples behaviour and note how they process information
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19
Q

What is intellectual Capital?

A
  • The term used to describe intangible assets provided to an organization by its employees; efforts and also from its knowledge assets such as patents, trademarks, copyrights, and other results of human innovation and thought.
  • value of an organizations knowledge, relationships, process
  • any propriative info that may increase a companies competitive strategy
  • anything we can formalize and capture and therefore leverage going forward.
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20
Q

What are the 4 types of Intellectual capital?

A
  1. Human Capital
  2. Renewal Capital
  3. Structural Capital
  4. Relationship Capital
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21
Q

What is Human Capital?

A

-Employees’s knowledge, skills and abilities (KSAs). Stock of knowledge, habits, social and personality attributes including creativity embodies in the ability to carry out tasks. What are the processes they use? How do they interact with other people?

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22
Q

What is Renewal Capital?

A

A company’s intellectual property that consists of patents, licenses, copyrights as well as their products and services. (Ex: made training material for a client and sell the copyright to the company and they can sell it to others or you keep the copyright and sell the license to them)

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23
Q

What is Structural Capital?

A

The formal systems and informal relationship that allow employees to communicate, solve problems and make decisions. Enable human capital to function. Owned by an organization and remains in an organization even when people leave. Policies and procedures are examples.

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24
Q

What is Relationship Capital?

A

An organization’s relationships with suppliers, customers, and competitors that influence how it does business. Value inherent in the companies relationships with others like vendors, customers, suppliers, etc.

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25
Q

What is Customer Capital (Related to Relationship Capital)

A

The value of an organization’s relationships with its customers. Including the people and companies it does business with. What people believe, what they feel and what they are looking for. Not about marketing or molding their visions of what the company is but understanding how people buy and make purchasing decisions. Leads to making more money and therefore the need for more employees and therefore more value for the company.

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26
Q

What are the 4 Types of Knowledge Acquisition?

A
  1. Environmental Scanning - acquisition and use of info about events, trends and relationships in an organizations internal and external environment.
  2. Formal Learning - training delivered in a systematic formal way. In a group or individually. Ex: a classroom setting. Comprises about 30% of the ways in which employees learn
  3. Informal Learning - other 70% of how employees learn. Spontaneous and trial and error learning. Most often type of learning
  4. Communities of Practice - As HR professionals we belong to an association and may participate in a round table and share knowledge. In an HR department, you may meet often to speak about how to improve HR processes
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27
Q

What is Knowledge Retention?

A
  • Knowledge repositories are inventories of knowledge that organizations compile and store, and which can easily be retrieved.
    • Some repositories are informal lists of lessons learned, white papers, presentations, etc.
    • Most have links to the document’s originator
    • Not all are based on computer technology; they can be transcribed oral histories, taped presentations, etc
    • intellectual capital is what we are seeking to retain, especially for future generations. Can be saved in clouds, systems, etc but often retained in the heads of beings (easy to be lost this way though)
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28
Q

What is ADDIE?

A

Analyze Needs
Design
Develop
Implement
Evaluate

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29
Q

What is the Instructional Systems Design Model (ISD)?

A
  • Needs Analysis
  • Training Design and Development
  • Evalutation
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30
Q

What is a Needs Analysis?

A

Clarifies the instructional problems and objectives, identifies the learning need and the learner’s existing knowledge/skills

  • Organization Analysis
  • Task Analysis
  • Personal Analysis
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31
Q

What does Organization Analysis assess?

A

Organization analysis assesses strategy, priorities, environment, training transfer culture (asses whether there is any barriers that is learned in the training program that cannot be applied. Looks at the entire organization. How do they think, behave, etc.

32
Q

What does Task Analysis assess?

A

Task analysis assesses the job requirements. What tasks are the participants needing to perform and how can the training help them perform it.

33
Q

What does Personal Analysis assess?

A

Personal analysis assesses the desired performance, performance gaps and obstacles. What does the person need and want, what is the desired performance?

34
Q

What is the first step to designing a leadership program?

A

Organization analysis
- defines the need, solutions to performance gap, type of training requirement audience, learning objectives and criteria for evaluation

35
Q

What are some methods of collecting information?

A
  • Observation
  • Questionnaires
  • Consultation
  • Print Media research
  • Interviews
  • Group discussion or focus groups
  • Tests
  • Records and reports such as performance records or development plans
  • Work samples (ex: quality of work)
36
Q

What does the Design and Development phase entail?

A

The design phase deals with training objectives, content, methods of delivery, and learning principles

37
Q

What does the training objective identify?

A
  1. Who is to perform the desired behaviour
  2. The behaviour that will illustrate the learning has taken place
  3. Where and when the behaviour is to be demonstrated and evaluated
  4. The standard of evaluation (in which the learned behaviour will be judged)
38
Q

What are tips for developing RFPs?

A
  1. Be clear about your learning strategy
  2. Define the project scope including the content parameters, budget, timing, etc
  3. Establish a qualifications checklist to assess vendor qualifications
  4. Establish a rating scale for evaluating vendor submissions
  5. Provide sufficient time for responses
39
Q

What is important to note about Training methods?

A
  • Ensuring productive responses through active participation
  • using a variety of approaches to support blended training (ex: follow up content to review the learning)
  • Ensuring effective task sequencing
  • Providing exercises that encourage active practice
  • Supplying participants with feedback and knowledge of results
40
Q

What are some important things to decide before training?

A
  • Massed (training in one session) vs. distributed practice (spaced out, ex: between 3 mornings)
  • Whole (learned all at once) vs. part learning (usually for complex tasks, the content is divided and taught one step at a time such as learning how to design a pay base comp program)
  • Overlearning (whatever is being learned is learned so well that it becomes automatic, repeated practice is required) Ex: learning how to drive a car. In emergency responses, the goal in training is to overlearn - act without having to think
41
Q

What is the Lesson Plan?

A
  • (The blueprint) should include:
    • Training objectives (”to be able to…”)
    • Trainees and an instructor (who is coming to the table and why)
    • Time allocation and location
    • Classroom requirements and seating
    • Training materials and equipment
    • Trainee supplies and handouts
42
Q

What are the different types of seating arrangements and what are they good for?

A
  • Classroom = low participant involvement (good when little need for interaction or participation)
  • U-shape = moderate participant involvement
  • Round tables = high participant involvement (Ex: 4-6 per table)
43
Q

What is Training Transfer?

A

the ability of the participant to apply the learning outside of the classroom

44
Q

What is positive transfer?

A

training is applied and employee performance approves. Able to successfully apply what they have learned.

45
Q

What is zero transfer?

A

training is not applied and employee performance does not change

46
Q

What is negative transfer?

A
  • training is applied and employee performance worsens.
    • Whenever anything is first learned, productivity may be lower due to something new being implemented and it takes time to learn.
47
Q

What is horizontal transfer?

A

training can be effectively applied to different settings

48
Q

What is vertical transfer?

A

training is applied and organization performance improves

49
Q

What is far transfer?

A

Training can be effectively applied to new and different situations

50
Q

What does the evaluation phase consist of?

A

1) Summative evaluation:monitor educational outcomes, often for purposes of external accountability. Assesses the programs worthiness or impact to performance. A lot of companies want to just look at this.

2) Formative evaluation:qualitative in nature (rather than scores). Assesses the quality of materials and program design.

51
Q

What do the 4 levels of Kirkpatrick’s Evaluation Model measure?

A
  1. Reaction: What they thought and felt about the training
  2. Learning: the resulting increase in knowledge or capacity
  3. Behaviour: extent of behaviour and capability improvement and implementation/application. How what was learned can be applied
  4. Results: the effects on the business or environment resulting from the trainee’s performance
52
Q

What does Reaction measure in Kirkpatrick’s Evaluation Model?

A
  • reaction evaluation is how the trainees felt about the training or learning experience
    • Examples: Smile sheets, feedback forms
    • verbal reaction, post-training surveys or questionnaires
  • Relevance:
    • Quick and very easy to obtain
    • not expensive to gather or analyze
53
Q

What does Learning measure in Kirkpatrick’s Evaluation Model?

A
  • learning evaluation is the measurement of the increase in knowledge - before & after
    • Examples: typically assessments or tests before and after the training
    • Interviews or observations can also be used
    • need to understand employees knowledge coming into the training program
  • Relevance
    • relatively simple to set up, clear cut for quantifiable skills
54
Q

What does Behaviours measure in Kirkpatrick’s Evaluation Model?

A
  • Behaviour evaluation is the extent to which the learning is applied once back on the job - implementation
    • Examples: observations and interviews over time are required to assess change, relevance of the change and the sustainability of the change
  • Relevance
    • measurement of behaviour change typically requires cooperation and skill of line-managers
55
Q

What does Results measure in Kirkpatrick’s Evaluation Model?

A
  • Results evaluation is the effect the trainee has on the business or the environment. What is the effect on the businesses bottom line.
    • Examples: Measures are already in place via normal management systems and reporting- the challenge is to relate results to the trainee
  • Relevance
    • individually not difficult, unlike the whole organization
    • process must attribute clear accountabilities
    • Need to prove that everything put in place was done properly
56
Q

What is ROI?

A
  • a comparison of the cost of a training relative to its benefits
  • this involves dividing the net benefit by the cost of the training program
57
Q

How do you calculate ROI?

A

Return on Investment = Program Benefits -Cost of Program divided by the cost of the program and multiplied by 100

58
Q

What are Data Collection Designs?

A
  • the manner in which data is collected, organized and analyzed
  • all data collection designs compare the trained person to something such as other learners or employees in other departments or to the person’s pre-training knowledge
59
Q

What are Non-Experimental Designs?

A
  • intervention group only and lacks a comparison or control group making it the weakest design (doesn’t show what would happen in the absence of intervention. Usually used when there is a lack of resources such as lack of funds) Or maybe it includes the whole department so there is no comparison group.
  • Must have a clear conceptual understanding on how the intervention was intended to influence the training impact.
    • the single group post-only design
    • the single group pre-post design
    • the time series design
60
Q

What are time series designs?

A

a specific way of analyzing a sequence of data points collected over an interval of time

61
Q

What are the differences between Experimental Designs and Quasi Experimental designs?

A
  • Quasi Experimental designs are not random
  • For Experimental Designs, generally assignment of who is who is random
62
Q

What are Experimental Designs and Quasi Experimental designs?

A
  • a trained group is compared to another group who wasn’t trained.
    • the single post design with control
      group
    • the pre-post design with control
      group
    • the time-series design with
      comparison group
63
Q

What is important to note about Formal Learning?

A
  • Controlled by the Organization
  • Relevance is variable
  • delay between learning and use of knowledge acquired
  • highly structured
  • Outcomes are specific
64
Q

What is important to note about Informal Learning?

A
  • Controlled by the Learner
  • Relevance is high
  • learning used immediately on-the-job
  • Unstructured
  • Outcomes are Not specific
65
Q

What are Off-the-Job Instructional Methods and what can they include?

A
  • trainees receive instruction while not actually performing their normal job at that point in time.

Examples:
- Lecture
- Discussion
- Audio-visual methods
- Case Study
- Case Incident
- Behaviour modeling
- Role play
- Games
- Simulation
- Action Learning

66
Q

What is On-the-Job Training?

A
  • Trainees receive instruction and training at their work station from a supervisor or experienced coworker
    • this is the most common approach to training. Doesn’t have to be in an office. Applicable anywhere
    • it is especially useful for small businesses
    • is it the most misused form of training
      • often not well planned or structured
      • people assigned to train have no training to be a trainer (not certified)
      • potential transfer of undesirable habits/attitudes
    • the structure approach is most effective
    • This is why training should be a combo of both on the job and off the job methods.
67
Q

What is Mentoring?

A
  • the method in which a member of an organization takes an interest in the career of another member
    • the mentor provides coaching and counselling to a junior employee (the protege)
    • the focus is on the career development of “junior” employees
    • Participation is generally voluntary
    • Ex: a company implemented Quad mentoring - JR employee establishing mentor relationships with 4 mentors. This increased learning significantly. Helped develop a career development plan.
68
Q

What is Coaching?

A
  • coaching involves one-on-one, individualized learning
  • a more experienced and knowledgable person is formally called upon to help another person develop their insights and techniques pertinent to the accomplishment of their job
  • Help a person discover what they need to do and how they need to do it.
  • formally or informally called upon to help a person develop their insights to help develop in their job.
  • Doesn’t necessarily help you in your career but more of an acknowledgement of objectives and knowledge you need to meet in your unit.
69
Q

What is an apprenticeship?

A

combines in class lectures with on the job application

70
Q

What is action learning?

A

Action Learning is a process that involves a small group working on real problems, taking action, and learning as individuals, as a team, and as an organization

71
Q

What is a prove performance goal orientation?

A

is a focus on demonstrating one’s competence and on gaining favourable judgments from others

72
Q

What is true of a learning organization?

A

employees are aware of their mental models and their impact on behaviour

73
Q

What is job enrichment?

A

Job enrichment is a strategy used to motivate employees by giving them increased responsibility and variety in their jobs. The idea is to allow employees to have more control over their work

74
Q

What is job enlargement?

A

job enlargement is adding additional activities within the same level to an existing role. This means that a person will do more, different activities in their current job.
- Another word is job expansion.

75
Q

What is Job extension?

A

job enlargement is adding additional activities within the same level to an existing role. This means that a person will do more, different activities in their current job. For example, an employee who will now also manage her own planning where this was formerly done by her manager.

76
Q
A

Human Resources Study Notes (9 decks)

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