People II

Question 1

Make the job hunt simple, seamless, and informative

Answer 1

Prospective employees are forming opinions about the organization before interacting with it, which affects not only recruiting efforts but also long-term engagement. Ensure that the company’s careers page and all public-facing job listings are current, informative, and meaningful.

Question 2

Create accurate first impressions

Answer 2

Make sure that the position you’re ‘selling” during the hiring process mirrors the role that the candidate will actually fill.

Question 3

Make the first day count

Answer 3

Create a meaningful first day with an orientation experience that provides new employees with information specific to their job functions and connects them to the company’s mission and values

Question 4

Give employees a structured onboarding experience

Answer 4

Most employees report not having any kind of structured onboarding approach during their first 90 days on the job.

Question 5

Provide a “buddy”

Answer 5

Provide a friendly, seasoned employee who has high personal performance standards and a positive attitude, who communicates well, and who understands organizational practices, culture, processes, and systems

Question 6

Show employees a path to success

Answer 6

Employees want to know where their careers are headed, and having conversations about future options is important to retaining the most valuable people.

Question 7

Orientation

Answer 7

An employee becomes familiar with the organization as well as his or her department, co workers, and the job. Orientation generally lasts one to two days and helps the employee develop a realistic image of the organization and/or the job.

Question 8

Onboarding

Answer 8

encompasses orientation as well as the first months of and employee’s tenure in a position. Onboarding programs help employees develop positive working relationships with their supervisor, coworkers, and other with whom they will need to interact while performing their work.

Question 9

Employee engagement strategy

Answer 9

Gaining management support for employee engagement, evaluating current employee engagement, implementing specific actions to increase engagement throughout the employee life cycle, regularly measuring success at creating an engaged workforce.

Question 10

An outcome-driven concept-certain employee and employer/workforce characteristics can lead to employee behaviors that positively influence individual- and business level performance.Organization commitment and employees’ willingness to “go the extra mile,”

Answer 10

Employee Engagement

Question 11

Terms for employee engagement

Answer 11

vigor - employees show high levels of energy and invest effort into their work

Question 12

Terms for employee engagement

Answer 12

Dedication: Employees are involved in their work have a sense of pride and enthusiasm about it

Question 13

Terms for employee engagement

Answer 13

Absorption: Employees are fully concentrated on and completely engrossed in their work.

Question 14

Employee Engagement - Trait Engagement

Answer 14

Describes the inherent personailty-based elements that make an individual predisposed to being engaged - natural curiosity, a desire to be involved, and interest in problem solving.

Question 15

Employee Engagement - State engagement

Answer 15

Influenced by workplace conditions or practices (task variety, opportunities to participate in work decisions) that can be improved through organizational interventions directly under management’s control

Question 16

Employee Engagement- Behavioral engagement

Answer 16

Evident in the effort employees put into their jobs, which leads to greater value, creating higher performance than from their less-engaged counterparts. it an occur when both trait and stage engagement

Question 17

Transactional Engagement

Answer 17

An individual may act in an engaged way because that is the organizational expectation and they will be rewarded for doing so but not in reality feel motivated by or committed to their role or their employer organization

Question 18

Well- being

Answer 18

encompassing 3 different aspects of employee health: physical - overall health, stamina, energy. Psychological-levels of stress, optimism, confidence, control.
Social-work relationships, work/life balance, equity, respect, connectedness

Question 19

Type of culture: Authoritarian

Answer 19

Power resides with top-level management. Employees have no involvement in the deision-making or goal-setting processes.

Question 20

Type of culture: mechanisti

Answer 20

Tasks and responsibilities are defined clearly to the employees and shaped by formal rules and standard operating procedures.Communication processes follow the direction given by the organization. Accountability is a key factor.

Question 21

Type of culture:Participative

Answer 21

Collaborative decision making and group problem solving are embraced. employees actively participate in the decision-making or goal-setting processes

Question 22

Type of culture: Learning

Answer 22

Organizational conventions, values, practices, and processes encourage individuals-and the organization as a whole-to increase knowledge, competence, and performance. Shared and continuous learning are embraced

Question 23

Type of culture: high-performance

Answer 23

talent is championed. innovation, elevated performance, customer-centric strategies, relationships, communication, and other characterics are driven from the bottom up.

Question 24

4 drivers of engagement

Answer 24

The work itself, including opportunities for development, confidence and trust in leadership, recognition and rewards, organizational communication that is delivered in a timely and orderly way

Question 25

Work experience engagement drivers: Brand

Answer 25

Reputation, employee value proposition, corporate responsibility

Question 26

Work experience engagement drivers: Leadership

Answer 26

Senior leadership, business unit leadership

Question 27

Work experience engagement drivers: Performance

Answer 27

career opportunities, learning and development, performance management, people management, rewards and recognition

Question 28

Work experience engagement drivers: The work

Answer 28

Collaboration, empowerment/autonomy, work tasks

Question 29

Work experience engagement drivers: The basics

Answer 29

Benefits, job security, safety, work environment, work/life balance

Question 30

Work experience engagement drivers: company practicecs

Answer 30

communication, customer focus, diversity and inclusion, enabling infrastructure, talent and staffing

Question 31

Employee engagement HR needs to

Answer 31

Develop a clear understanding of the organization’s legacy workforce. Identify where new skills are needed. Use simulation and scenario planning to predict future workforce needs. Create and sustain a strong employee value proposition that balances training, access to new skills, and long-term employment. Champion systems thinking and collaboration.

Question 32

Engagement strategy measurements:Commit long-term

Answer 32

Efforts to increase engagement need sustained effort over time; an effective engagement strategy includes far more than just a plan to survey employees

Question 33

Engagement strategy measurements: Measure consistently

Answer 33

Measurement of engagement, its outcomes, and progress toward goals should occur on a consistent and predictable basis.

Question 34

Engagement strategy measurements: Connect engagement to business results

Answer 34

Communication of how engagement influences tangible organizational outcomes helps build and sustain the business case for an engagement strategy. Additionally, employers should communicate to employees that engagement efforts are sincerely geared toward improving the quality of the organizational environment

Question 35

Engagement strategy measurements: Seek employee input

Answer 35

A sustained engagement strategy will work best when employees have an opportunity to provide input. Annual engagement surveys could provide the pulse of the employees across roles and tenure. Or a forum (“town hall”) could be held quarterly where employees are provided information about progress toward engagement-related goals

Question 36

Engagement strategy measurements: Gain leadership support

Answer 36

Engagement efforts need support from leadership, and integration of engagement goals into organizational policies and decisions should be encouraged, with the ultimate goal of making employee engagement a core organizational value.

Question 37

Examining Employee Engagement: Leadership characteristics

Answer 37

Cares deeply about employees. Clearly communicates corporate goals. Is trustworthy

Question 38

Examining Employee Engagement: Team practices

Answer 38

Understands customers. Excels at strategy. Rewards employees for adding value

Question 39

Examining Employee Engagement: Organizational Values

Answer 39

Values employees. Customer-focused. Gives back to employees and society.

Question 40

Examining Employee Engagement: Work itself

Answer 40

Connected to organization’s strategy. Challenging and meaningful

Question 41

Career development programs provide employees with opportunities to learn new ideas and skills, thus preparing them for future positions and challenges.

Answer 41

Career Development

Question 42

Doing different tasks within the same job

Answer 42

Job enlargement

Question 43

Increasing the depth of a job by adding responsibilities (decision making)

Answer 43

Job enrichment

Question 44

An instrument used to collect and assess employee perceptions about the work environment

Answer 44

Employee Survey

Question 45

Attempt to determine employees perceptions of such topics as company culture and company image, the quality of management, the effectiveness of compensation and benefit programs, organizational communication and involvement issues, diversity, and safety and health concerns

Answer 45

Employee Attitude surveys

Question 46

Measure important data on specific issues. These surveys may seek to gain opinions on specific processes an employee performs, safety procedures, or some other issue the employer may be evaluating or considering.

Answer 46

Employee opinion surveys

Question 47

Focus on employees’ level of job satisfaction, commitment, and morale. Survey questions or statements should explicitly link to business objectives

Answer 47

Employee engagement surveys

Question 48

Organization should consider the strategic implications of various HR practices and determine which are more important and merit greater investment to enhance engagement levels

Answer 48

Engagement Strategy: Make sound investments

Question 49

HR professionals should be able to demonstrate how these investments can lead to positive, measurable business outcomes for the organizations.

Answer 49

Engagement Strategy: Develop a compelling business case

Question 50

When evaluating and designing HR strategies to foster employee engagement, think about what the likely impact of those strategies will be. Are there potential unfavorable consequences that may occur for employees in different circumstances and life situations.

Answer 50

Engagement Strategy: Consider unintended consequences

Question 51

Survey items should be linked to the organization’s key performance measures, such as profitability, productivity, quality, customer satisfaction, and customer loyalty.

Answer 51

Engagement Strategy: Base investment decisions on sound data

Question 52

Can be done by communicating the value of engagement in the mission statement and executive communications; ensuring that business units implement their engagement action plans, monitoring progress, adjusting strategies ad plans as needed, and recognizing and celebrating progress and results.

Answer 52

Engagement Strategy: Create an “engagement culture”

Question 53

Describes all the activities associated with an employee’s tenure in an organization.

Answer 53

Employee life cycle

Question 54

The employer-employee relationship is initiated

Answer 54

Recruitment

Question 55

The employee gains access to information and tools required for the job and settles into the position. The employee also becomes familiar with organizational culture, coworkers, and management

Answer 55

Integration

Question 56

To promote engagement and retention, the organization invests time and resources in the employee’s development. The employee participates in internal training and external professional training programs funded by the organization.

Answer 56

Development.

Question 57

HR and management typically work collaboratively with the employee to develop performance objectives and goals in conjunction with performance evaluation frameworks or systems

Answer 57

Development. 2

Question 58

Specific activities during this phase are dependent upon the type of transition (resignation, firing, transfer, promotion, demotion, or retirement), Exit interviews are recommended in the case of resignations

Answer 58

Transition

Question 59

The process of maintaining or improving employee job performance

Answer 59

Performance management system

Question 60

Performance standards: Behaviors

Answer 60

What the organization wants the employees to do.

Question 61

Performance standards: Results

Answer 61

What the organization wants the employees to produce or deliver

Question 62

Measures of employee performance: Quality

Answer 62

How well the work is performance and/or how accurate or how effective the final product is.

Question 63

Measures of employee performance: Quantity

Answer 63

How much work is produced

Question 64

Measures of employee performance: Timeliness

Answer 64

How quickly, when, or by what date the work is produced

Question 65

Measures of employee performance: Cost-effectiveness

Answer 65

Dollar savings to the organization or working within a budget

Question 66

Performance appraisals accomplish 3 purposes

Answer 66

Provide feedback and counseling, help in allocating rewards and opportunities, help in determining employees’ aspirations and planning developmental needs

Question 67

Category rating methods

Answer 67

The least complex means of appraising performance, in category rating methods the appraiser marks an employee’s level of performance on a designated form.

Question 68

Category rating methods: Graphic scale

Answer 68

A typical example is a 5 point rating scale where 1 is significantly below standard, 3 is standard, and 5 is significantly above standard

Question 69

Category rating methods: Checklist

Answer 69

The appraiser is given a list of statements or words and checks the items on the list that describe the characteristics and performance of the employee.

Question 70

Category rating methods: forced choice

Answer 70

This is a variation on the checklist method: The appraiser is required to check two of four statements: one that the employee is most like and one that the employee is least like.

Question 71

Comparative methods: Ranking

Answer 71

The appraiser lists all employees from highest to lowest. If there are 20 employees, the appraiser ranks them in order form 1 to 20 - best to poorest in performance

Question 72

Comparative methods: Paired comparison

Answer 72

Each of the employees is paired with every other employee and compared, one at a time, using the same scale for performance.

Question 73

Comparative methods: Forced distribution

Answer 73

Employees are rated and placed at different percentage points along a bell-shaped curve

Question 74

Narrative Methods: Essay

Answer 74

The appraiser writes a short essay describing the performance of each employee during the rating period. Ordinarily, the appraiser is given several topic areas for comment.

Question 75

Narrative Methods: Critical Incidents

Answer 75

A record of employee actions is kept in addition to actual ratings. Both positive and negative actions are recorded for the entire rating period

Question 76

Narrative Methods: Field review

Answer 76

The supervisor or manager and a human resource professional cooperate in this method. HR interviews the supervisor about the performance of each employee. After the interview, HR compiles comparison ratings for each employee and then submits the ratings to the supervisor for approval or changes

Question 77

Management by objectives

Answer 77

The employees help set objectives for themselves, defining what they intend to achieve within a specified time period. The objectives are based on overall goals and objectives for the organization.

Question 78

Outcomes from Management by objectives

Answer 78

A strategic plan is in place.
A higher level of commitment and performance results from employees who plan and set their own goals.
The employee will better accomplish objectives that are clearly defined.
Performance objectives are measurable and specify desired results.

Question 79

Behaviorally anchored rating scale (BARS)

Answer 79

Designed to overcome the problems of category rating by describing examples of desirable and undesirable behavior. Examples are measured against a scale of performance levels.

Question 80

Errors with performance appraisal: Halo/horn effect

Answer 80

The halo effect may occur when an employee is extremely competent in one area and is therefore rated high in all categories. Conversely, the horn effect may occur when one weakness results in an overall low rating.

Question 81

Errors with performance appraisal: Regency

Answer 81

Occurs when an appraiser gives more weight to recent occurrences and discounts or minimizes the employee’s earlier performance during the appraisal period.

Question 82

Errors with performance appraisal: Primacy

Answer 82

Occurs when an appraiser gives more weight to the employee’s earlier performance and discounts or minimizes recent occurrences

Question 83

Errors with performance appraisal: Bias

Answer 83

When an appraiser’s values, beliefs, or prejudices distort ratings (either consciously or unconsciously), the error is due to bias.

Question 84

Errors with performance appraisal: Strictness

Answer 84

Some appraisers may be reluctant to give high ratings. In the case of strictness, appraisers who believe that standards are too low may inflate the standards in an effort to make the standards meaningful in their eyes.

Question 85

Errors with performance appraisal: Leniency

Answer 85

Are the result of appraisers who do not want to give low scores. All employees in this case are given high scores

Question 86

Errors with performance appraisal: Central tendency

Answer 86

When an appraiser rates all employees within a narrow ranges, regardless of differences in actual performance.

Question 87

Errors with performance appraisal: Contrast

Answer 87

Occurs when an employee’s rating is based on how his or her performance compares to that of another employee instead of on objective performance standards.

Question 88

Branding

Answer 88

Treating workers well during employment is a must, and helping them transition to other employment will encourage them to spread positive feedback as “brand ambassadors”

Question 89

New Business

Answer 89

An employee may leave an organization but come back as a client

Question 90

Industry Intelligence

Answer 90

Former staffers can provide industry insight if they maintain friendly relationships with former employers

Question 91

Boomerangs

Answer 91

Former employees may return to a company at some point with more diverse experience as well as insider knowledge that allows them to hit the ground running. The level of engagement the employee feels at separation will influence the chances of a valued employee’s eventual return

Question 92

Employee referrals

Answer 92

Who better to recommend a candidate for an open position than someone who has worked at the company and knows the terrain?

Question 93

Where can an HR professional have the most impact in shaping and driving an individual employee’s engagement

Answer 93

At critical touchpoints in the employee life cycle

Question 94

When should an organization begin engaging employees?

Answer 94

Recruitment

Question 95

What are the two key elements of performance standards

Answer 95

Behavior and results

Question 96

What is measured by a performance appraisal

Answer 96

The degree to which an employee accomplishes work requirements

Question 97

What is MBO short for

Answer 97

Management by objectives

Question 98

What is meant by “employee enablement”?

Answer 98

Setting employees up to succeed

Question 99

What is an advantage of peer-to-peer recognition programs?

Answer 99

Employees involved are better attuned to company values and feel that rewards are given out according to job performance

Question 100

The ability to keep talented employees in the organization. Organizations aspire to keep high performers and to exit the low performers

Answer 100

Retention

Question 101

Turnover has a variety of consequences on the organization

Answer 101

It negates the time, effort, and monetary investment it takes to fill an open position.

Question 102

Turnover has a variety of consequences on the organization

Answer 102

Results in lost training time and lost knowledge and skills, Negatively impacts employee morale and productivity, Compromise an organization’s ability to sustain a diverse workforce, Results in additional time required to rehire and retain, may create lost opportunity cost.

Question 103

Realistic job preview (RJP)

Answer 103

Any part of the selection process that provides an applicant with honest and complete information about a job and the work environment - a clear picture of what a job will be like if the applicant is hired.

Question 104

Stay interviews

Answer 104

Employees discuss why they like (or do not like) their current job. Help to assess the degree of employee satisfaction and engagement that exists in a department and/or organization.

Question 105

Which statement is an example of voluntary turnover

Answer 105

A high performer quits to earn more money at another organization

Question 106

An appropriate retention practice for an internal transfer is to

Answer 106

Provide a candid portrayal about the position and the opportunities, both short-and long-term, prior to the transfer’s accepting the new position.

Question 107

Interviews with future coworkers is an example of a

Answer 107

Realistic job preview

Question 108

Monthly voluntary turnover rate

Answer 108

When you see an increased trend in voluntary turnover; this usually correlates to low engagement.

Question 109

Monthly voluntary turnover rate

Answer 109

Monthly voluntary turnover rate = # of separations during month/average number of employees during month x 100

Question 110

Revenue per employee

Answer 110

Important when evaluating the cost of a lost employee due to voluntary or involuntary turnover.

Question 111

Revenue per employee

Answer 111

Revenue per employee = Total revenue/total number of employees

Question 112

Retention Rate=

Answer 112

of employees who remain employed for the entire measurement period/ # of employees at start of measurement period x 100

Question 113

Employee retention

Answer 113

Determine how many employees remained employed for the entire measurement period, be sure to include only those employees who were employed on both the first and last days of the period.

Question 114

Retention rate often calculated on an annual basis

Answer 114

Divide the number of employees with one year or more of service by the number of staff in those positions one year ago

Question 115

Turnover rate

Answer 115

Defined as the number of separations divided by the average number of employees during that same time period.

Question 116

Which measure correlates to a decrease in employee engagement

Answer 116

Decrease in revenue per employee

Question 117

Which measure is an indicator of employee engagement

Answer 117

High number of applicants being referred by current employees

Question 118

The percentage of people who were on staff and remained there from the start to the end of a time period BEST describes

Answer 118

Retention

Question 119

Training

Answer 119

Involves a process of providing knowledge, skills, or abilities specific to a particular task or job.

Question 120

Developmental Activities

Answer 120

Long-term focus on preparing for future responsibilities while increasing the capacities of employees to perform their current jobs.

Question 121

Learning Organization

Answer 121

A systems-level concept in which an organization is characterized by its ability to adapt to changes in its environment and respond quickly to lessons of experience by altering organizational behavior

Question 122

In a learning organization

Answer 122

Learning is accomplished by the organizational system as a whole. Systems thinking is practiced. Employees network inside and outside the organization. Change is embraced, risk is tolerated, and failures are viewed as opportunities to learn. The organization adapts and changes as the environment changes.

Question 123

Systems thinking

Answer 123

Framework that makes patterns clearer and helps one see how things interrelate and how to change them.

Question 124

Mental models

Answer 124

Our deeply ingrained assumptions that influence how we understand the world and how we take action

Question 125

Personal mastery

Answer 125

High level of proficiency in a subject or skill area

Question 126

Team learning

Answer 126

Aligning and developing the capacity of a team to create the results its members desire

Question 127

Shared vision

Answer 127

A look into the future that fosters genuine commitment and is shared by all who need to possess it.

Question 128

Organizational Learning

Answer 128

Describes types of learning activities or processes that may occur at any one of several levels within an organization

Question 129

Individual learning

Answer 129

occurs mainly through experience and what is learned from others and training such as self-study, classes/seminars, and technology-based instruction

Question 130

Group Learning

Answer 130

Occurs through the increase in skills, knowledge, and abilities accomplished within groups or teams

Question 131

Organizational learning

Answer 131

Begins through the shared insights and knowledge of individuals and groups and then builds on past organizational memory such as policies, strategies, and models

Question 132

Explicit knowledge

Answer 132

Might be shared through a database or taught through a learning intervention

Question 133

Tacit knowledge

Answer 133

personal and experience-based, it more challenging to quantify

Question 134

Technology-based systems

Answer 134

Include programs or databases that employees can access. A collaborative wiki could be used to allow employees to add and edit information.

Question 135

Softer systems

Answer 135

Include meetings or other activities that take place to share knowledge and help people connect with one another

Question 136

Which type of activity has a long-term focus on preparing employees for future responsibilities while increasing the capacities of employees to perform their current jobs?

Answer 136

Developmental activities

Question 137

What does the 70-20-10 rule indicate as the best way to structure adult learning and development?

Answer 137

70% challenging assignments, 20% developmental relationships, and 10% coursework and training

Question 138

What describes the climate in learning organization?

Answer 138

Learning is a part of work and a part of everyone’s job description

Question 139

Andragogy

Answer 139

The discipline that studies how adults learn

Question 140

Self-concept

Answer 140

As people mature, their self-concept moves from being dependent personalities toward being self-directed human beings

Question 141

Experience

Answer 141

As people mature, they accumulate a growing reservoir of experience that becomes an increasing resource for learning.

Question 142

Readiness to learn

Answer 142

As people mature, their readiness to learn becomes oriented increasingly to the developmental tasks of their social roles

Question 143

Orientation to learning

Answer 143

As people mature, their time perspective changes from postponed application of knowledge to immediate applicability, and, accordingly, their orientation toward learning shifts from subject-focused to problem-focused.

Question 144

Motivation to learn

Answer 144

As people mature, their motivation to learn becomes increasingly internal

Question 145

Unlearn to learn

Answer 145

As people mature, they are often entrenched in how they approach experiences and other learning interventions. Adult learning interventions need to help them accept fresh perspectives and embrace new ways to do things.

Question 146

Low Tolerance for change

Answer 146

Given the speed of change in today’s environment, organizations need to continually adapt to keep competitive.

Question 147

Lack of trust

Answer 147

If employees do not trust that learning is worthwhile or have had negative experiences in the past, they will not commit the attention and energy to make it worthwhile. The connection to the corporate mission, strategies, and tactical plans must be clear. When employees see how training fits into the overall plan, they become more supportive.

Question 148

Peer group pressure

Answer 148

Many employees are influenced by their coworkers’ perceptions. If employees perceive that a learning/development program is inconsequential, those perceptions may transfer to others in the department.

Question 149

Bad experience with previous learning programs

Answer 149

Many employees have attended boring or irrelevant learning programs. This negative prior experience can cause resistance to new efforts. Emphasize the “What’s in it for me?” factor of the learning initative.

Question 150

Lack of organizational commitment to learning

Answer 150

Example: An employee’s immediate manager needs to support participation in learning intervention and learning transfer so that the employee can apply what is learned when he or she is back on the job.

Question 151

Visual Learners

Answer 151

Learn best through seeing. These learners need to see body language and facial expression to fully understand content.

Question 152

Auditory Learners

Answer 152

Learn best through hearing. Lectures, discussions, talking things through, and listening to what others have to say are their preferred methods of learning.

Question 153

Kinesthetic learners

Answer 153

Also known as tactile learners, learn best through a hands-on approach.They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.

Question 154

What is a characteristic of an adult learner?

Answer 154

Focus on “real-world” issues

Question 155

Which learning activity contributes most to retention of information?

Answer 155

Practice by doing

Question 156

Which is the BEST method to meet the needs of a visual learner?

Answer 156

Provide a variety of learning tools, including diagrams, illustrated textbooks, videos, and handouts.

Question 157

ADDIE stands for

Answer 157

A=Analysis (of needs)
D= Design
D= Development
I= Implementation
E = Evaluation

Question 158

ADDIE= A=Analysis

Answer 158

A needs analysis is performed. needs analysis can be used to identify: The organization’s goals and its effectiveness in reaching those goals, Gaps or discrepancies between current and desired performance, Competency and skill gaps, Types of programs needs, Training program content based on fact rather than intuition.

Question 159

ADDIE=D=Design

Answer 159

Broad goals and objectives are developed and broad plans for the treatment of the content and the strategy for implementation are made. The outcome of the design phase is an architecture or rough sketch of what the final program will look like.

Question 160

ADDIE = Set goals and objectives

Answer 160

Goals for the program:
Provide a focus for the design, alert participants to what they should know at the end of the program, contributing to the process of knowledge and skill transfer, providing a means of measuring what was learned.

Question 161

Bloom’s taxonomy

Answer 161

learning objectives proceed in a hierarchical manner:
Knowledge, or remembering facts.
Recognition of learning content when content is presented differently.
Application of learning to an example in order to draw a conclusion or to identify a principal at work.

Question 162

Bloom’s taxonomy Continued

Answer 162

Using learning content to analyze the causes or possible outcomes in an example. Using learning content to create new solutions to a problem. making judgments about the value of materials and methods for given purposes.

Question 163

ADDIE-D=Development

Answer 163

Materials are created, purchased, or modified to meet the stated objectives

Question 164

Passive learning activities

Answer 164

The learner reads, listens, or observes, include readings or programmed instruction delivered by computer or mobile devices, lectures, panel discussions, and demonstrations.

Question 165

Participatory learning

Answer 165

In which the learner interacts with the instructor, a group of co-learners, or a learning object/process, includes facilitated group discussions and question-and-answer sessions.

Question 166

Participatory learning

Answer 166

Case studies- participants apply new knowledge/skills to a hypothetical situation or case.

Question 167

Participatory learning

Answer 167

Round robin- A participant or team competes against every other participant or team to answer a question or complete a task.

Question 168

Participatory learning

Answer 168

Role plays= Participants assume and act out roles to resolve conflicts or practice appropriate behavior for various situations.

Question 169

Participatory learning

Answer 169

Structured exercises- participants complete tasks that are similar to those they encounter on the job.

Question 170

Participatory learning

Answer 170

Simulations- participants perform an assigned role within a complex scenario designed to resemble a real-life challange.

Question 171

Participatory learning

Answer 171

Fishbowl activities- A group of learners, sitting in the center of a circle, debate or discuss a topic while the remaining learners observe the discussion.

Question 172

Participatory learning

Answer 172

T-groups (Also known as sensitivity training) . A group of people investigate and explore patterns of authority and communication among themselves.

Question 173

On-the-job training (OJT)

Answer 173

Is provided to employees by managers and supervisors at the actual work site.

Question 174

Blended learning

Answer 174

Planned approach that includes a combination of instructor-led training, self-directed study, and/or on-the-job training.

Question 175

Learning management system (LMS)

Answer 175

An electronic system that holds course content information and suggested curriculum and certification paths.

Question 176

Transfer of learning

Answer 176

The effective and continuing on-the-job application of the knowledge and skills gained through the training experience.

Question 177

30/60/90 day action plan

Answer 177

A clear definition of objectives.
Specific deliverable that are aligned with the objectives
Discrete themes for each plan stage.
A clear set of activities with dates (e.g., short and long term goals).
A simple scorecard to help measure achievement of milestones and successful transfer of learning.

Question 178

ADDIE= I = Implementation

Answer 178

The program is delivered to the target audience. Activities, including pilot programs, revisions to content, announcements and launch events, participant scheduling, and preparation of learning environment

Question 179

Pilot programs

Answer 179

Offered in a controlled environment to a segment of the target audience to identify potential problems and assess initial effectiveness.

Question 180

Pilot testing

Answer 180

Level of content detail and the sequencing.
Effectiveness and cultural appropriateness of the selected learning activities.
Time allotted to key activities.
Usability and potential constraints of the physical space in which the program will be delivered.
Whether the content and the design result in meeting the intended objectives

Question 181

ADDIE= E= Evaluation

Answer 181

Consists of comparing the program results to the established objectives to determine whether the original needs were met.

Question 182

Kirkpatrick’s levels of evaluation methods

Answer 182

Level 1- Reaction-how participants felt about the program. Checklists, questionnaires, interviews

Question 183

Kirkpatrick’s levels of evaluation methods

Answer 183

Level 2- learning- How participants increased or otherwise changed their knowledge, skills, and attitudes. Post-measure tests, Pre-/post-measure tests

Question 184

Kirkpatrick’s levels of evaluation methods

Answer 184

Level 3- Behavior- how participants changed their behavior on the job. Performance tests. Critical incidents. 360-degree feedback. simulations. observations.

Question 185

Kirkpatrick’s levels of evaluation methods

Answer 185

level 4-Results. How the program affected the organizational goals. Return on stakeholder expectations. return on investment analysis. progress toward organizational objectives. performance appraisals.

Question 186

Computing the return on investment of training involves:

Answer 186

Isolating the effects of the training. converting these effects (benefits) into monetary values. Calculating the costs of the training. Comparing the value of the effects to the incurred costs.

Question 187

An advantage of blended learning over instructor-led training is that blended learning

Answer 187

is less expensive to deliver

Question 188

Career development

Answer 188

Process by which employees progress through a series of stages in their careers, each of which is characterized by relatively unique issues, themes, and tasks.

Question 189

Career development

Answer 189

Consists of two processes - career planning and career management

Question 190

Career planning

Answer 190

Actions and activities individuals perform to give direction to their work lives

Question 191

Career management

Answer 191

Term applied to the process of preparing, implementing, and monitoring an employee’s career path with a primary focus on the goals and needs of the organization.

Question 192

Individual development plan (IDP)

Answer 192

Details an employee’s intentions and learning outcomes as well as the support necessary to meet the employee’s tangible growth goals.

Question 193

IDP inclusion: employee profile

Answer 193

Name, position title, name of the employee’s supervisor, and other relevant position information.

Question 194

IDP inclusion: Career goals and objectives

Answer 194

Identification of the positions and roles to be pursued and the time frames; identification of short-and long-term goals with estimated and actual completion dates.

Question 195

IDP inclusion: Development objectives

Answer 195

Statements linking organizational and/or business unit mission, goals, and objectives and the employee’s career goals and objectives.

Question 196

IDP inclusion: Training and Development interventions

Answer 196

Activities the employee will pursue to build knowledge, skills, and/or behaviors with estimated and actual completion dates

Question 197

IDP inclusion: Outcomes

Answer 197

how development-building efforts will be measured or assessed

Question 198

IDP Inclusion: Sigantures and dates

Answer 198

Sign-offs by the supervisor and the employee

Question 199

Types of Career Development: Apprenticeships

Answer 199

Often associated with technical skill development.

Question 200

Job rotation

Answer 200

Refers to employee movement between different jobs.

Question 201

Job enlargement

Answer 201

Occurs when the employee is given additional, different tasks within the same job. Adding more tasks gives the employee a variety of responsibilities that require the same level of skills

Question 202

Job enrichment

Answer 202

Increases the depth of a job by adding related responsibilities such as planning, organizing, tracking, and completing reports

Question 203

Internal mobility

Answer 203

Refers to career development through employee movement to other positions

Question 204

Involve assuming new and different duties of a different position at a higher grade or assuming a position that involves increased responsibilities and the acquisition of additional knowledge, skills, or abilities in the same line of work.

Answer 204

Promotion

Question 205

Usually the result of staff reductions, consolidations, or reorganizations; an attempt to move an underqualified employee to a more suitable position

Answer 205

Demotions

Question 206

Involve moving an individual to a different position at the same pay grade and with the same amount of responsibility. Usually considered a lateral move with no salary adjustment

Answer 206

Transfers

Question 207

Another career development experience

Answer 207

Relocations and international assignments

Question 208

Dual career ladders

Answer 208

Dual career ladder programs are common in scientific, medical, information technology, and engineering fields. This type of program typically serves as an effective way to advance employees who may have particular technical skills and/or education but who are not interested in or suited to a management or supervisory track.

Question 209

Formal mentorships involves:

Answer 209

Strategic selection and matching of mentors with mentees.
Program guidelines and/or training for mentors and mentees.
Resources provided to help identify career goals.
Goal setting with measurable objectives.
Defined mentoring engagements (9 to 12 months)

Question 210

What term is applied to the process of preparing, implementing, and monitoring an employee’s career path with a primary focus on the goals and needs of the organization?

Answer 210

Career Management

Question 211

Which career development manager role involves listening to, clarifying, and assisting in identifying the employee’s career concerns?

Answer 211

Coach

Question 212

What term is used to describe the situation in which an employee is given additional, different tasks within the same job?

Answer 212

Job enlargement

Question 213

Which type of internal mobility involves increased responsibilities and the acquisition of additional knowledge, skills, or abilities?

Answer 213

Promotion

Question 214

Which form of career development would allow upward mobility for an engineer without requiring that the individual pursue a managerial track?

Answer 214

Dual Career ladder

Question 215

What are the three characteristics of formal mentoring that distinguish it from informal mentoring

Answer 215

Deliberate pairing of mentors and mentees, established goals, expert training and support.

Question 216

Competency Assessments: Self assessment

Answer 216

Allows individuals to evaluate themselves against a competency list for the current job or future jobs of interest.

Question 217

Competency Assessments: Manager assessment

Answer 217

Allows a manager to evaluate direct reports on competencies for the current job or future jobs of interest.

Question 218

Competency Assessments: Competency-based interview

Answer 218

Screens candidates who qualify for a job by targeting specific competencies required for the position.

Question 219

Competency Assessments: Skills gap analysis

Answer 219

Identifies gaps in employee skills and training interventions

Question 220

Competency Assessments: 360-degree assessment

Answer 220

Collects data in a full circle around an individual; compares self-ratings to ratings by others (example: an immediate supervisor, peers, subordinates, internal and/or external customers, suppliers)

Question 221

Competency Assessments: 180-Degree assessment

Answer 221

Collects data in a half circle around an individual;compares self ratings to rating by others but limited to internal personnel (example: an immediate supervisor, peers, and/or subordinates)

Question 222

Competency Assessments: Skill assessment center

Answer 222

Uses role plays, case studies, structured experiences, simulations, business games, and other activities to provide a holistic perspective of individual competencies aligned to a position.

Question 223

Competency Assessments: Certifications

Answer 223

If the employee is successful, he or she receives positive feedback and certification. If the employee is not successful, he or she receives positive but corrective feedback and prescribed follow-up actions

Question 224

Situation judgement tests (SJTs)

Answer 224

Present prospective leaders with sample situations and problems they might encounter in a work environment, along with possible answers. Candidates are asked either to provide the best answer, to choose the best and worst answers, or to place the answers in order from best to worst.

Question 225

Assessment centers & simulations

Answer 225

Provide candidates a wide range of leadership situations and problem solving exercises. Can be in-basket tests, financial or business data analysis, leaderless group discussions, interview simulations, role plays, and psychological inventories.

Question 226

Leader Development Methods

Answer 226

More-challenging assignments: Expand and test their abilities to handle a variety of situations and issues. Giving high-potential employees challenging positions in an area where they have little expertise will force them to figure out on their own.

Question 227

Challenges during development and implementation of leadership programs: Born vs made perceptions

Answer 227

The question of whether leaders are born or made has been debated in HR management circles.

Question 228

Challenges during development and implementation of leadership programs: Local acceptance and support

Answer 228

Leadership development initiatives are often a very low priority in locations that believe leaders are born rather than made.

Question 229

What will best position an organization to handle resignations of key leaders?

Answer 229

Integrated succession management and leadership development program.

Question 230

Which type of leader assessment presents prospective leaders with simulated situations and problems they might encounter in a work environment?

Answer 230

Situation judgment tests

Question 231

What is action learning?

Answer 231

Learning and building skills while working to solve real business issues.