LESSON 4: TRAINING AND DEVELOPMENT Flashcards

1
Q

is a continuous process in an organization to achieve its organizational goals by improving the skills and knowledge of the employees.

A

Training & Development

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2
Q

function in an organization has gained a lot of importance due to advancement in technology and changes in market force.

A

training and development

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3
Q

is basically a systematic procedure for transferring technical know-how to the employees so as to increase their knowledge and skills for doing particular jobs.

A

Training

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4
Q

usually involves teaching operational or technical employees how to do their jobs more effectively and/or efficiently.

A

Training

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5
Q

is a process of teaching a new employees the basic skills to perform

A

Training

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6
Q

assignment

A

Development

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7
Q

is a process of preparing employees for future position and improve their personal skills to handle the critical situations in an organization.

A

Development

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8
Q

is generally aimed at helping managers better understand and solve problems, make decisions, and capitalize on opportunities.

A

Development

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9
Q

Development is often considered a

A

HR function

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10
Q

Learn specific behaviors and actions; demonstrate techniques and processes

A

Training (focus)

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11
Q

Shorter

A

Training (time frame)

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12
Q

Performance appraisals, cost benefit analysis, passing tests, or certification

A

Training (effective measure)

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13
Q

Understood information concepts and context; develop judgment; expand capacities for assignment

A

Development (focus)

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14
Q

Longer term

A

Development (time frame)

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15
Q

Qualified people available when needed; promotion from within possible; HR-based competitive advantage

A

Development (effective measure)

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16
Q

is broader in scope and focuses on individual’s gaining new capabilities useful for both present and future jobs.

A

Development

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17
Q

Training helps to

A

bridge the gap

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18
Q

training needs existing and required?

A
  • Skills
  • Knowledge
  • Attitudes
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19
Q

NEED ANDBASICPURPOSE OF TRAINING

A
  • To Increase Productivity
  • To Improve Quality
  • To Help a Company Fulfil Its Future Personnel Needs
  • To Improve Organizational Climate
  • To Improve Health and Safety
  • Obsolescence Prevention
  • Personal Growth
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20
Q

usually involves teaching operational or technical employees how to do their jobs more effectively and/or efficiently

A

Training

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21
Q

benefits of training

A
  • Improving Employee Performance
  • Updating Employee Skills
  • Avoiding Managerial Obsolescence
  • Preparing for Promotion and Managerial Succession
  • Retaining and Motivating Employee
  • Creating an Efficient and Effective Organization
  • Improves morale of employees
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22
Q

IMPORTANCE AND BENEFITS OF TRAINING

A
  • Trained workers can work more efficiently.
  • Trained workers can work more efficiently.
  • Wastage is eliminated to a large extent as they use tools, machines in a proper way.
  • Training helps an employee to move from one organization to another easily. He can be more mobile and pursue career goals easily.
  • Training makes employees more loyal to an organization.
  • Economical supervision-as there is less requirement for supervision for trained employees.
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23
Q

How Training Benefits the Organisation

A

*Leads to improved profitability and/or more positive attitudes towards profit orientation.

*Improves the job knowledge and skills at all levels of the organization.

  • Improves the morale of the work force.

*Helps people identify with organisational goals.

*Helps create a better corporate image.

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24
Q

Areas of Training

A
  • Company Policies and Procedures
  • Skill-based Training
  • Human Relations Training
  • Problem Solving Training
  • Managerial and Supervisory Training
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25
Methods of Training
On-the Job Training Off-the Job Training
26
On-the Job Training
- Internship - Job Rotation - Committee Assignments - Apprenticeship - Coaching - Temporary promotions
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Off-the Job Training
- Organizing Special Curriculum and Classes - Organizing Conference and seminars - Simulation - Vestibule training - Management Games - Instructions
28
Organizing Special Curriculum and Classes
Case Study Method Role Playing Method Lecture Method Incident Analysis Method Audio-Visual
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Training is given on four basic
- New candidates who join an organization - Refresh and enhance their knowledge. - Implementation of updates and amendments - Promotion and career growth
30
The manager must carefully assess the company's:
- Strategy - Resources available for training - General philosophy regarding training and development
31
There are two types of techniques to identify NEEDS
1. TASK ANALYSIS 2. PERFORMANCE ANALYSIS
32
An analysis of the job's requirements to determine the training required.
Task Analysis
33
this consolidates information regarding the job's required tasks and skills which are helpful in determining training requirements.
TASK ANALYSIS RECORD FORM (tabular structure)
34
To distinguish between can't do and won't do problems, their specific causes and solutions
Performance Analysis
34
Verifies performance deficiency and determine whether that deficiency should be rectified through training or some other means.
Performance Analysis
35
is defined as "A description of performance you want learners to be able to exhibit before you consider them competent".
Training objective
36
Goals should be
objective, verifiable, and specific.
37
Types of Training Objectives
Knowledge Skill Attitude
38
- Impart cognitive information and details to trainees.
Knowledge
39
- Develop behavior changes in how jobs and task requirement are performed.
Skill
40
* - Create interest in and awareness of the importance of training.
Attitude
41
The success of training should be measured in terms of
objectives set.
42
serve as a check on internationalization, or whether the person is able to use the training.
Objectives
43
Tie the training and development activities directly to the performance of the task.
Work-based Programs
44
* Having employees learn their job while they are actually performing it
On the Job Training
45
* A combination of on-the-job and classroom instruction
Apprenticeship
46
47
Instructional-based Programs
Approach
48
* A trainer presents the material to those attending the program in a descriptive fashion
Lecture or discussion approach
49
* A trainee sits at a personal computer and operates software that has been developed specifically to impart certain information to the individual
Computer Assisted Instruction
50
* The material to be learned is prepared in a manual or training booklet, which the individual studies at his or her pace
Programmed Instruction
51
* A work-simulation situation in which the job is performed under a condition that closely simulates the real work environment
Vesabule Tairing
52
* Systematically rotating or transferring the employee from one job to another
Systematic Job Rotation and Transfer
53
Implement Training Preparation of the Learner
- Put the learner at ease - relieve the tension. - Explain why he/she is being taught. - Create interest, encourage questions, find out about the knowledge of the learner. - Explain the why of the job, relate it to some job the worker already knows. - Place the learner as close to normal working position as possible. - Familiarize the worker with equipment, materials, tools, trade terms
54
Presentation of the Operation
- Explain quantity and quality requirements. - Go through the job at the normal work pace. - Explain each step between operations, difficult parts or those in which errors are likely to be made. - Explain the key points several times. - Make the learner explain the steps.
55
Performance Tryout
* Correct the mistakes and if necessary, repeat few complicated steps. * Make the trainer run the job at normal pace. Have the learner do the job gradually building up skill and speed. As soon as learner demonstrate ability to do the job, let the work begin.
56
is the evaluation and monitoring of training. It is the most important and often the most neglected or least adequately carried out part of the training process.
penultimate stage
57
because monitoring is a process whereby information is gleaned from trainee and then the course and the program are amended in the light of these comments.
Simplistic
58
because there are other 'stakeholders' in the process besides the trainees, i.e. designers of the courses, the trainers and the sponsors.
Complicated
59
Methods of Evaluation
- Questionnaires - Tests or examinations - Projects - Structured exercises and case studies - Tutor reports - Interviews of trainees - Observation of courses and training - Participation and discussion
60
are common way of eliciting trainee response programs.
Questionnaires (Feedback forms) or 'happiness sheets'
61
are common on formal courses which provide a certificate, e.g. diploma in word processing skills although end-of-course tests can be provided after short courses to check the progress of trainees.
Tests or examinations
62
initially seen as learning methods but they can also be provide valuable information to instructors.
Projects
63
are opportunities to apply learned skills and techniques under the observation of tutors and evaluators.
Structured exercises and case studies
64
. It is important to have the opinions of those who deliver the training. This gives a valuable assessment from a different perspective.
Tutor reports
65
post course or instruction period. These can be informal or formal, individual or group or by telephone.
Interviews of trainees
66
by those devising training strategies in the training department is very useful and information from these observations can be compared with trainee responses.
Observation of courses and training
67
during training needs people who are adept at intercepting responses as this can be highly subjective.
Participation and discussion
68
three basic categories of performance information and its measurement:
1. Trait-based 2. Behavior-based 3. Results-based
69
assessment systems assesses or identifies the abilities or a subjective character trait of employee such as-attitude, initiative or creativity.
Trait-based systems
70
systems measures the extent to which an employee engages in specific, relatively well defined behaviors while at the job, which leads to success.
Behavior-based systems
71
measures the bottom line associated with an employees work and his/her accomplishments.
Results-based systems
72
"Remember, training is not what is ultimately important... performance is."
Marc Rosenberg