Mos 1021test 2 Flashcards
Training
process of teaching employees the basic knowledge, skills, and behaviors they need be successful in the workplace
Can be job specific or more general
applicable to new hires and existing employees
Benefits of Training
better job performance and outputs
fewer accidents and injuries
enhanced employer brand
Greater employee engagement, job satisfaction, employee retention
Negligent training
legal claim that can be brought against an organization
employer fails to train adequately
actions of poorly trained employee result in injuries or loss to a third party
Claimed by harmed party
Instructional Design
the process of systematically developing training to meet specific needs
Learning Management System (LMS)
a computer application that automates the administration, development, and delivery of training and development programs
Step 1:Training Needs Analysis
process of determining the training that needs to be completed so that employees can do their job well
Organizational analysis, person analysis, task analysis
Needs assessment
process of determining the training needs for the organizations. General approach.
Determine if training is the right approach or if rewards or something else is better
Organization Analysis: (establishes training context by examining)
strategic goals of the organization
organizational training climate
barriers to training
Person Analysis
identifies who will receive the training
clarifies trainees’ existing level of knowledge
Examines characteristics of trainees
Task Analysis
informs the content of the training and its objectives
identifies key job-related tasks
Identify performance standard (what it means to perform the task effectively)
Frequency, skills and knowledge required to carry out that task, conditions under which the task is performed.
Traditional Training Techniques: Classroom Training
typically instructor leading group in lecture-style sessions
effective for large groups
loss of productivity
slower feedback
Blended learning for higher engagement
Traditional Training Techniques: On-the-Job Training
trainee practices job skills at workplace under guidance
regular feedback
not taxing on resources
trainees can be productive
Mentors may be ineffective
Traditional Training Techniques: Adventure-Based Learning
involves participating in challenging, structured physical activities
effective for team-based and managerial jobs
cooperation, teamwork, trust, communication, problem-solving, conflict management, leadership
taxing on time and resources
Loss of productivity
Technology-Enabled Learning: E-Learning
web-based or computer-based
typically less expensive than classroom training
consistent multi-regional organizational benefit
dependent on trainee motivation
Technology-Enabled Learning: Simulations (vestibule training)
place trainees in situations similar to those encountered on the job
trainees tend to be very receptive to this approach
expensive to develop and maintain
High level of retention
Step 3: Validation
pilot-test the training program
administer to representative sample of trainees
assess whether training objectives have been met(if not met, return to earlier step)
Step 4: Implementation
implement the training within organization
aiming to maximize transfer of training
- similarity of training situations to job situation
- Opportunities of practice what is learned
- Frequent feedback
Step 5: Evaluation
Kirkpatrick’s Training Evaluation Model:
(Level 1: Reaction), (Level 2: Learning), (Step 3: Behavior), (Level 4: Results),
(Level 1: Reaction)
reactions or feelings of trainees about the training
was it enjoyable? engaging? relevant? effective?
(Level 2: Learning)
- assess whether trainees learned what they were supposed to learn
(Step 3: Behavior)
- changes in performance exhibited on the job as a result of the training
(Level 4: Results)
- assess organizational benefits that stem from training
Performance management:
system that defines, measures, and develops the performance of the workforce within the organization
aligns employees’ activities with the overall strategy of an organization
benefits both employees and the organization
Organizational goals
financial or non-financial outcomes that the organization hopes to achieve
Employee Objectives
translate organizational goals into employee objectives (measurable and time bound)
Monitoring and Support
monitoring, frequent feedback, provision of supports by organization
Evaluation, Consequences
Evaluation: assess degree to which objectives were met and set new objectives
Consequences: meaningful consequences administered, if applicable
(but prioritize support)
Benefits of Performance Management Systems
Strategic - aligns employee efforts and organizational goals
Administrative - informs administrative decision-making
Developmental - help employees to improve and grow
Alternation Ranking Method (High Low poll)
identify highest- and lowest-performing employees, in an iterative manner
difficult in large organizations
Resultant feedback is not informative
Forced Distribution Method
predetermined percentage of employees placed into performance categories
useful for large organizations
Feedback may be limited
May unfairly limit recognition
Graphing Rating Scale
extent to which each employee shown proficiency on a given characteristic
ratings are made using an established scale
Behaviourally Anchored rating Scales (BARS)
key performance dimensions are identified
rating scale is developed for each performance dimension
behavioral exemplars are developed for each level on the rating scale
Clearer criteria and feedback
Supervisor
- knowledgeable and motivated
limited observation opportunities
Peers
- knowledgeable and present
Logrolling possible(peers that just exchange positive rating for own benefit)
Subordinates
*fear of consequences
Over emphasis on employee satisfaction
Self
*aware of own behavior
*inflation of ratings
360 - Degree
using multiple rating sources when evaluating each employee
information collected via questionnaires
confidential and anonymous
strengths and weaknesses identified
Time-consuming
High perception of fairness
Prima
first impression made by employee affects all subsequent ratings
Recency Effect
ratings are based on most recent work behavior
Employee characteristics
Cognitive ability or intelligence
Do they have the written, verbal, quantitative skills to be trained? Are they logical thinkers?
Motivation
Do they have willingness to succeed from training
Work Environment
Situational constraints
Do we have the proper equipment, time, money, space we need to do training
Social support
Are we ready to go on the job and support those employees acquiring the new skills
Communities of practice
group of employees who work together, learn from each other and develop common understanding of how to get work accomplished
In-House or Contracted Out
Many companies and consultants provide training services to organizations. An organization can send several vendors a RFP
RFP: request for proposal
Document outlining the type of service needed, the type and number of references needed, the number of employees to be trained, the date by which the training is to be completed, and the date by which proposals should be received, funding for the project and the process by which the organization will determine its level of satisfaction
Fidelity
sense of realism
Physical Fidelity
extent to which the training tasks mirror the physical features of the tasks to be performed on the job *aim for physical if you have the appropriate resources
Sometimes it’s too expensive or doesn’t make sense to get physical fidelity
Psychological fidelity
extent to which the training tasks develop the same knowledge, skills, and abilities that are required to perform the job
Trained through role play or manage conflict
Teaches you the conflict resolution, interpersonal skills needed on the job
On-the-job training
training methods in which a person with job experience/skills guides trainees in practicing job skills at the workplace. High physical fidelity.
Apprenticeship
a work-study training method that teaches job skills through a combination of on-the-job training and classroom training
Internship
on-the-job learning sponsored by an educational institution as a component of an academic program
Reaction criteria
reactions or feeling of individuals about the training they receive
Kind of like face validity, did the participant believed that the health/safety training was useful or that is added to their knowledge. Not that important to look at
Learning Criteria
The amount of new knowledge and skills acquired through training
A knowledge test about health/safety given a classroom setting immediately after training is complete
Demonstration of proper disposal of latex gloves at the end of training
Behavioral criteria
Changes in performance that are exhibited on the job as a result of training (transfer of training)
Being back on the job and changing your skills on the job due to the training
Count of the number of health/safety related incidents in the workplace one month following training
Organizational Behaviour Modification (OBM)
plan for managing the behaviour of employees through a formal system of feedback and reinforcement
Uses to manage and improve future performance
Involves:
Defining behaviours necessary for job performance
Assessing whether employees are doing the behaviour
Informing the employees of goals for behaviours
Providing feedback and reinforcement based on behaviour
Behaviour observation scale (BOS)
based on critical incidents, rather rate employees on the frequency of critical incidents
Frequency in which you perform each behaviour is most important for the BOS
Scale of 1-5 with 1 being a low frequency (almost never) to high frequency (almost always)
Management by objectives (MBO)
employees and their supervisors set goals that become the standards for evaluating each employees performances
Involves:
Goals that are specific, difficult, and objective
Managers and employees working together to set goals
Managers giving feedback to monitor progress toward goals
Calibration session
meeting at which managers discuss employee performance ratings and provide evidence supporting their ratings with the goal of eliminating the influence of rating errors.
