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Human Resources > OBHR 4335 Test 1 > Flashcards

OBHR 4335 Test 1 Flashcards

1
Q

Belief in one’s ability to perform the task or job

A

Self efficacy

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2
Q

factors beyond the control of individual employees, such as tools, policies, and resources that have an effect on job performance

A

Situational constraints

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3
Q

Managers’ and peers’ willingness to provide feedback and reinforcement

A

Social support

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4
Q

Set of job competencies that together make up a profile for success for a particular job.

A

Competency model

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5
Q

Trainees effectively and continually applying what they have learned in training to their jobs

A

transfer of learning

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6
Q

Which of these is NOT one of the main learning outcomes?

a. verbal information
b. intellectual skills
c. Motor skills
d. retention
e. attitudes
f. cognitive strategies

A

D Retention

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7
Q

the theory that people will be motivated to the extent to which they believe that their efforts will lead to good performance, that good performance will be rewarded, and that they will be offered attractive rewards

A

Expectancy theory

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8
Q

Training objectives linked to learning specific skills that are to be produced by the trainee on their job

A

closed skills

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9
Q

are linked to more general learning principles, in contrast of closed skills

A

open skills

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10
Q

The theory that transfer of training occurs when what is being learned in the training session is identical to what the trainee has to perform on the job

A

Theory of identical elements

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11
Q

States the way to understand the transfer of training issue is to construct training so that only the most important features/principles are emphasized

A

Stimulus generalization approach

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12
Q

Trainees’ ability to apply learned capabilities to the work environment even though the environment is not similar to the training environment

A

Far transfer

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13
Q

Behaviors that can be successfully used in a wide variety of situations

A

Key behaviors

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14
Q

the likelihood of transfer depends on the trainees’ ability to retrieve learned capabilities. Increased likelihood of learning transfer if the trainees are provided with meaningful training material

A

Cognitive theory of transfer

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15
Q

doing/having an experience

A

Concrete Experience

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16
Q

reviewing/reflecting on the experience is a part of

A

Reflective Observation

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17
Q

concluding/learning from the experience

A

Abstract Conceptualization

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18
Q

using theories to solve problems and make decisions

A

Active Experimentation

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19
Q

Physical, intellectual, and emotional environment in which training occurs

A

Training context

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20
Q

Involves having trainees spend a short amount of time reviewing and writing about what they learned and how they performed

A

Reflection

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21
Q

Performance of a task, recall of knowledge, or demonstration of a skills so automatic that it requires little thought or attention

A

Automization

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22
Q

Retrieval opportunities that can help the learner’s brain consider training information as important

A

boosters

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23
Q

Groups of employees who work together, learn from each other, and develop a common understanding of how to get work accomplished

A

Communities of Practice (COPs)

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24
Q

The organization and coordination of the training program

A

Program design

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25
Q

getting trainees ready, telling them what to expect

A

Pretraining

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26
Q

The room where training will be conducted

A

Training site

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27
Q

_________ walls are preferable for a training room

A

thick

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28
Q

The 2 main requirements for any training program, the training site should be build with these in mind. Can be either high or low in volume

A

collaboration and self direction

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29
Q

Boomers prefer this type of learning

A

Classroom learning

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30
Q

Gen X’ers prefer this type of learning

A

Self directed

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31
Q

Millenials prefer this type of learning

A

learning alone or helping others

32
Q

Acronyms in which the first letter of the word represents a term or step in the process

A

Mnemonics

33
Q

assignments in which trainees are asked to identify work problems or situations and to apply training content to solve them

A

Application assignments

34
Q

A figure showing all of the courses in a curriculum, the paths that learners can take trough it, and the sequences in which courses have to be completed

A

Curriculum Road Map

35
Q

A document that can be used to guide the development of training and to explain the training to managers

A

Design document

36
Q

Translates the content and sequence of training activities into a guide that’s used by the trainer to help deliver the training

A

Detailed lesson plan

37
Q

Matches major activities of the training program and specific times or time intervals

A

Lesson plan overview

38
Q

Document that outlines for potential vendors and consultants the type of service the company isseeking, the type and number of references needed, the number of employees to be trained, funding for the project, the followup process used to determine level of satisfaction, the expected date of completion, and the date when proposals must be received by the company

A

Request for Proposal (RFP)

39
Q

Transfer of learning between very similar contexts

A

Near Transfer

40
Q

ADDIE

A

Analyze, Design, Develop, Implement, and Evaluate.

41
Q

Mission Statement

A

a concise explanation of an organization’s reason for existence and describes its purpose, intention and overall objectives.

42
Q

code of conduct

A

includes policies and rules for employees and employers to follow in the workplace.

43
Q

Vision

A

our goal for what your business will be in the future

44
Q

balanced scorecard

A

a strategic management performance metric that helps companies identify and improve their internal operations to help their external outcomes.

45
Q

Behavior modification is a training method that is primarily based on which theory?

A

reinforcement theory

46
Q

___ Involves determining whether performance deficiencies result from lack of knowledge or skill

A

person analysis

47
Q

Intellectual skills as a learning outcome primarily include the capability to apply ___ and ___ to solve complex problems

A

concepts and rules

48
Q

In the needs assessment process, organizational analysis deals with identifying _____.

A

the training resources that are available

49
Q

Concept that aims to improve readily observable outcomes by collecting data at periodic intervals before and after training is called

A

time series

50
Q

Formative evaluation involves collecting data about a training program from trainees mainly through

A

quantitative data

51
Q

In training, greatest level of support a manager can provide is ___

A

Training the material

52
Q

refers to learner’s involvement with training material and assessing progress toward learning

A

self regulation

53
Q

refers to a systematic approach for developing training programs.

A

training design process

54
Q

Final step in strategic training and development process involves

A

Test, Measure, Repeat

55
Q

If trainers are interested in the generalizability of a study’s results to other groups of employees, then they are said to be interested in the ________ of the study.

A

external validity

56
Q

The pretraining phase primarily involves

A

Preparing, motivating, and energizing trainees to attend the learning event.

57
Q

refers to the individual control over one’s thinking

A

metacognition

58
Q

Which strategy is least appropriate for far transfer

A

Using a standardized procedure, processes, and checklists

59
Q

Solomon 4 Group Eval Design

A

Two groups are treated as they would be in a classic experiment—pretest, experimental group intervention, and post-test

60
Q

A request for proposal is a document that solicits a proposal, often made through a bidding process, by an agency or company interested in procurement of a commodity, service, or valuable asset, to potential suppliers to submit business proposals.

A

Request for proposal (RFP)

61
Q

Which is true of competency models

A

Traditionally, needs assessment failed to focus on competencies

62
Q

Which of the following creates a learning orientation in trainees? Allowing trainees to…

A

experiment with new knowledge and skills

63
Q

the process of learning about ordinary users by observing them in action to understand in detail how they perform their tasks and achieve their intended goals.

A

Task Analysis

64
Q

a theory of learning process social behavior which proposes that new behaviors can be acquired by observing and imitating others

A

Social Learning

65
Q

a resource used to help supervisors identify areas of poor performance and establish expected performance standards, as well as assist employees in being successful

A

Action Plan

66
Q

a process for evaluating the state of an organization’s resources, operations, internal characteristics, and external environments.

A

organizational analysis

67
Q

a process for determining the needs between a current and desired outcome

A

needs assessment

68
Q

ensures that a program or program activity is feasible, appropriate, and acceptable before it is fully implemented

A

Formative Evaluation

69
Q

An ongoing, continuous process of communicating and clarifying job responsibilities, priorities, performance expectations, and development planning that optimize an individual’s performance and aligns with organizational strategic goals.

A

performance management

70
Q

roadmap for solving an organization’s biggest challenges with people-centric solutions

A

business strategy

71
Q

the process of discovering the root causes of problems in order to identify appropriate solutions

A

root cause analysis

72
Q

Competency Model
* Work Activity (Task)
* Knowledge, Skill, Ability,
Personal Capability
(Competency),
Conditions under
Which Tasks Are
Performed

A

Task Analysis

73
Q

3 levels of analysis for needs assessment

A
  1. organizational analysis
  2. task analysis
  3. person analysis
74
Q

Advantages:
* Provides data related to performance
and practices
Disadvantages:
* Available data may be inaccurate,
incomplete, or not fully represent
performance

A

Historical data reviews (needs assessment method)

75
Q

is a systematic process for determining and addressing needs, or “gaps”, between current conditions and desired conditions or “wants

A

Needs Assessment

Human Resources (7 decks)

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