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MGT 367 > MGT 367 chapter 8 > Flashcards

MGT 367 chapter 8 Flashcards

1
Q

______ is exceptionally popular in the U.S., a multi- billion dollar industry, and falls under the larger umbrella of development.

A

training

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2
Q

_________ : broadly covers anything that helps employees gow. This includes job- related training, career planning, and general personal develppment such as assertiveness training or budgeting workshops.

A

development

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3
Q

_______ vs. _______ training focuses on imporving employees performance at current jobs; development can focus on the long term to help employees prepare for future work demands.

A

training vs. development

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4
Q

Most organizations provide some sort of _______ to employees.

A

training

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5
Q

_________

  • systemic, objective determination of training needs
  • determinie that training actually is needed in order to achieve some organizational goals.
A

needs assesment

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6
Q

_______

- designing learning enviornment and method for training

A

development

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7
Q

______

- reactions, learning, behavior, results, ROI/utility

A

evaluation

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8
Q

A systmes model of training includes which 3 steps?

A
  • Needs assesment
  • development
  • evaluation
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9
Q

______ determine where training should be decided in the organization.

A

organizational analysis

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10
Q

________- determine what should be taught.

A

job/ task analysis

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11
Q

___________- determine who needs the training

A

person analysis

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12
Q

_______ is determined based on results of perfomace appraisal and HR planning

A

person analysis

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13
Q

_______ check trainability of employees to determine who deserves the training.

A

person analysis

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14
Q

Well-written objectives should contain: (3)

A
  • observable actions
  • measurable criteria
  • conditions of performance
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15
Q
  • identifying criteria for evaluating programs
  • direct trainers to the issues and content to focus on.
  • makes the training department more accountable.
    These are all ____________.
A

Advantages to developing learning objectives

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16
Q

What are the 4 important considerations for program development; design the learning enviornment.

A
  1. adult- learner
  2. conditions of the learning enviornment
  3. trainability of trainees (skill ability and motivation)
  4. Transfer of learning
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17
Q

___________- when a complex task is to be learned, break it down into its compenent parts.

A

whole vs. part learning

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18
Q

_________- spaced practive is generally more effective than massed practice (retention of knowlege and skills can be enhanced by rehearsal or requiring trainees to periodivally recall what they have learned through tests)q

A

massed vs. spaced practice

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19
Q

__________ - practicing beyond the point of performing the task in a satisfactory manner.

A

over- learning

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20
Q

________- improves performacnce by directing and focusing behavior

A

goal setting

21
Q

______ is desirable in a program when the task to be learned is not likely to be immediately practiced in the work situation and performance must be maintained during periods of emergency and stress.

A

over learning

22
Q

___________ can result in an increase of 19 percent in permormance.

A

goal setting

23
Q

The ultimate goal of a training program is to ensure that the learning that occurs during the training can be _____ back to the job.

A

transfered

24
Q

________ - very effective for transferring knowledge.

A

lectures

25
Q
  • on- the- job training
  • computer- based training (CBT)/ E-learning
  • equipment simulators
  • games, simulations, and outdoor exoerential programs
  • case study or analysis
  • role playing
  • behavior modeling
A

experiential methods of training

26
Q

______ asses tainee’s opinions of the training

A

reactions

27
Q

_______- changes in knowledge by trainee

A

learning

28
Q

_______- checking performance appraisals for changes in trainee job behavior.

A

behaviors/ performance

29
Q

_______- changes in organizational outcomes such as scales, turnover, absences, perfromance productivity, customer data, error rates etc. distal and macro criteria.

A

organizational results

30
Q

_________:Monetary value of the results: including return on investment (ROI- benefits of training minus costs of training; expressed as a percentage) and utility analysis

A

financial outcomes

31
Q

most organizations rely on _______as the sole basis for evaluating their training.

A

reactive measures

32
Q

_________ conducting the needs assessment, costs of desingning training, designing materials, etc

A

one- time costs

33
Q

costs associated with each session include……

A

trainer salaries, facility rentals, etc

34
Q

costs associated with the trainees include….

A

time off of work, travel costs, lodging, etc.

35
Q

______ usually estimated as a dollar impact of performance increase

A

benefits assesment

36
Q

______= 100* (benefits- costs)/ total costs

A

ROI

37
Q

_______ measures economic contribution of a program according to how effective it was in identifying and modifying behavior

A

utility analysis

38
Q

________- one evaluation of knowlege at the end of the training session. Tells you if a minimum qualification has been met.

A

one- shot posttest design

39
Q

__________- evaluate the training group by giving them a test before and after the training session. Statistically significant differences between the two sets of scores indicates that a change has occurred.

A

one group pretest- posttest desing

40
Q

_______ only control group design- measures a single evaluation at the end of training on the group who have gone through taining and a control group, a group that has not gone through training but is similar to the training group (same jobs, same age range, etc.)

A

posttest

41
Q

_________- the third design answers question #2 if the people placed in the two groups are randomly chosen from the organization’s population, and randomly assigned to either the training or control group. This is known as randomization (random selection and random assgnment), and it evens out things like levels of intelligence in the group, motivation, abilities, etc.

A

randomization

42
Q

_________- postest control group design- both groups are tested before and after the training has occurred. if significant differences between the groups at the pretest stage, training may not be the cuase of any differences found at the postest stage.

A

pretest

43
Q

______ helps determine both if a change has occured and whether the training caused the change in outcomes.

A

pretest

44
Q

__________ - control and training groups are tested several times at specific time intervals before and after trainig. Differences can tell you how long training lasts.

A

multiple time- series design

45
Q

__________

  • employees are informed of their roles and responsibilities to help ease their transition into the organization
  • onboarding is a systemic process to establish a positive trajectory early in a person’s career.
A

employee orientation programs and onboarding

46
Q

_______

- often focuses on teaching members how to wok more effectively and efficiently in team.

A

training for teams

47
Q

___________
- chaning attitudes, reducing conflict, improving communication, improving progress or minoritites and women into upper level management positions.

A

Diversity awaremness training

48
Q

_________ should include description of firm’s policy on sexual harassment, definitions of sexual harassment, proceudre for reporting sexual harassment, procdure used to invesitghate claims, and descriotions/ evaluation of incidents.
- should always be evaluated with learning meauseres

A

sexual harassment trinaing

49
Q

______

-training on communication, decision making, commitment, ideals, and problme solving skills.

A

training for international assignments.

MGT 367 (6 decks)

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