Training And Development Days 26 27 Flashcards

1
Q

A planned, systematic effort to change the job-related KSs, attitudes, and/or behaviors of employees to improve the match between employee characteristics and job requirements

A

Training

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2
Q

Training can benefit the organization when it (2)

A

Is linked to organizational needs

It motivates employees

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3
Q

A process of systematically developing training to meet specified needs

A

Instructional design

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4
Q

An effective training program is designed to teach what

A

Skills and behaviors that will help the organization achieve its goals
(What it is designed to teach)

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5
Q

The process of evaluating he organization, individual employees, and employees’ tasks to determine what kinds of training, if any, are necessary

A

Needs assessment

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6
Q

This is used to specify a number of key features for the implementation (input) and evaluation (outcomes) of training programs

A

Needs assessment

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7
Q

The presence and comprehensiveness of a needs assessment is related to

A

The overall effectiveness of training

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8
Q

This provides the mechanism whereby the questions central to successful training programs can be answered

A

Needs assessment

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9
Q

This determines the appropriateness of training by evaluating the characteristics of the organization

A

Organization needs assessment, or analysis

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10
Q

Needs assessment takes into account (3)

A

The organizations strategy
Resources available for training (costs, time, and expertise required for training)
Management’s support for training activities

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11
Q

A process of determining individuals’ needs and readiness for training

A

Person analysis

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12
Q

This is critical when training need is recognized because of a performance proble

A

Person analysis

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13
Q

Before developing a training program, organizations must be sure that performance problems resulted from

A

A deficiency in knowledge or skill

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14
Q

The process of identifying and analyzing tasks that should be the focus of the training program

A

Task analysis

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15
Q

To carry out the task analysis, what are 4 conditions in which tasks are performed and analyzed

A

The equipment and environment of the job
Time constraints
Safety considerations
Performance standards

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16
Q

A combination of employee characteristics and positive work environment that permit training

A

Readiness for training

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17
Q

Necessary employee characteristics (readiness for training) (3)

A

Ability to learn the subject matter
Favorable attitudes toward the training
Motivation to learn

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18
Q

Necessary organization characteristics (readiness for training) (3)

A

Environment that encourages learning
Avoids interfering with training
Supportive culture

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19
Q

After conducting the various analyses, what needs to be developed

A

Training objectives

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20
Q

These provide input for the actual design of the training program(s) as well as the criteria that will be used to evaluate the success of training

A

Training objectives

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21
Q

Based on training objectives, what 4 questions does the planner answer

A

What topics the training will cover?
Who will provide the training?
What training methods to use?
How to evaluate the training?

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22
Q

Advantage of in-house instructors

A

Cost effective

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23
Q

Disadvantage of in-house instructors

A

Individuals with both the skill-specific knowledge and experience necessary to train others are not always available within the organization

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24
Q

Advantage of outsourced training

A

Firms that specialize in training may have more valid and effective training programs that could have been developed in-house
Especially true for more generic skills (teamwork)

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25
Q

Disadvantage of outsourced training

A

Costly and frequently requires employees to leave work for an extended period of time

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26
Q

Delivery methods categories (6)

A
Classroom
Computers
On-the-job
Simulations
Team
Others
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27
Q

The most widely used training method, this typically involves a trainer lecturing a group of trainees

A

Classroom instruction

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28
Q

This involves trainees at different locations using computers to view lectures, ask questions, and exchange ideas/documents

A

Distance learning

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29
Q

Advantage of distance learning

A

Less costly

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30
Q

Disadvantage of distance learning

A

May reduce interaction between trainer and audience

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31
Q

Involves receiving training via the internet or the organization’s intranet and it offers tools and information for helping trainees improve performance

A

E-learning

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32
Q

Advantages of e-learning

A

Allows individual to go at their own pace and replay or repeat lectures and activities
Programs can customize content based on trainees’ previous performance

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33
Q

An employee is shown how to perform a work task by a supervisor or co-worker, and then goes straight to doing that task

A

On-the-job training

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34
Q

Advantages of on-the job training

A

Training environment will closely resemble the environment where skills will be put into practice
Trainee is actively participating in the learning process

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35
Q

Disadvantages of on-the job training

A

Because learners do not have a chance to practice parts of their task in much detail, it is unlikely that they will develop an expert level of proficiency
Notorious for not producing a systematic or organized way of thinking about things
Any mistakes will directly impact the organization’s productivity and quality of goods and services

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36
Q

These are more effective in producing positive work behaviors on the job than are training techniques that only include lecture and discussion

A

Simulations

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37
Q

Examples of simulations

A

Equipment simulators or mock ups of job tasks

Virtual reality, avatars? Strategic business simulations, case studies

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38
Q

Examples of team training

A

Cross training
Coordination training
Team leader training

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39
Q

Team members understand and practice each other’s skills so they can step in and take another member’s place

A

Cross training

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40
Q

Teaches the team how to share information and make decisions to maximize team performance

A

Coordination training

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41
Q

Teaches the skills necessary for effectively leading the organization’s team

A

Team leader training

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42
Q

Participants observe other people demonstrating the desired behavior, then have the opportunity to practice themselves
Effective for simple tasks

A

Behavior modeling

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43
Q

Training in which participants learn concepts and apply them by simulating behaviors involved and analyzing the activity, connecting it with real-life situations

A

Experiential programs

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44
Q

Team building exercises like wall climbing and rafting to help build trust and cooperation among employees (type of ineffective experiential program)

A

Adventure learning

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45
Q

3 characteristics of effective training

A

Communicated learning objectives clearly
Presents information in distinctive and memorable ways
Helps trainees link the subject matter to their jobs

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46
Q

5 characteristics of well-implemented training programs

A

Trainees given a chance to practice what they learned
Trainees understand if they are succeeding or not
Helps people remember the content
Written material has appropriate readability
Prompt, focused feedback

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47
Q

Measuring results: internal criteria

A

Measure employee outcomes of training

Reactions, learning

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48
Q

Measuring results: external criteria

A

Measure impact of training on the job

Behavior, results

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49
Q

How do participants feel about the training program? (Attitudes, satisfaction, etc)

A

Reactions

Internal criteria

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50
Q

To what extent have trainees learned what was taught? (Testing KSs)

A

Learning

Internal criteria

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51
Q

What on-the-job changes have occurred due to the training? (Actual use of KSs)

A

Behavior

External criteria

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52
Q

What cost-related outcomes have resulted from training? (Profits, quality, customer satisfaction)

A

Results

External criteria

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53
Q

Indicates areas of hostility to the training or trainers

Almost no relationship between liking training and learning

A

Reactions

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54
Q

Indicates whether the information was understood by the trainees
Not strongly related to the use of material on the job

A

Learning

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55
Q

Indicates changes in behavior on the job (‘transfer of training’)
Cannot give accurate diagnostic information for how to improve training

A

Behavior

56
Q

Shows change to organizational bottom line results

May be too far upstream to reveal the impact of successful training

A

Results

57
Q

This deals with the acquisition of KSs and behaviors that improve employees’ ability to meet changes in job requirements and demands

A

Employee development

58
Q

Development prepares employees for

A

Future jobs and even those that may not yet exist

59
Q

What implies learning that is not necessarily related to the employees current job?

A

Development

60
Q

Most people change jobs about how many times during their life

A

About 7 times

61
Q

Most people change careers how many times in their life

A

3-4 times

62
Q

Collecting information and providing feedback to employees about their behavior, communication style, skills, etc.

A

Assessment

Development

63
Q

Goal of this is to identify strengths and weaknesses (and corrective action for these weaknesses)

A

Assessments

64
Q

Examples of assessments (6)

A
Assessment center
Performance appraisals
360-Degree feedback
Benchmarks
Myers-Briggs
Interests
65
Q

Do Myers Briggs and interest inventories predict actual job performance?

A

No

66
Q

Most employee development occurs through

A

Job experiences

67
Q

The combination of relationships, problems, demands, tasks, and other features of an employee’s jobs.

A

Job experiences

68
Q

Examples include job enlargement, job rotation, transfers, pro/de-motion, externships, and sabbaticals

A

Job experiences

69
Q

Temp jobs at other organizations

A

Externships

70
Q

Through job experiences, managers learn

A

How to handle common challenges and prove themselves

71
Q

Employees can develop skills and increase their knowledge about the organization and its customers by interacting with a more experienced member

A

Interpersonal relationships

72
Q

Experiences, productive, senior employee who helps develop a less experienced employee (protege)

A

Mentor

73
Q

Can be a peer or manager that helps develop an employee and provide feedback and reinforcement

A

Coach

74
Q

Protection, sponsorship, providing challenging assignments, exposure, and visibility

A

Career support

75
Q

A friend and a role model, providing positive regard and acceptance, and functioning as a sounding board

A

Psychological support

76
Q

4 interpersonal development

A

Interpersonal relationships
Career support
Psychological support
Additional benefits

77
Q

Development process (4 steps)

A

Data gathering
Feedback
Goal setting
Action planning & follow up

78
Q

Data gathering (Criteria for success)

A

Focus on competencies needed for career success

Include a variety of measures

79
Q

Feedback (criteria for success)

A

Maintain confidentiality

Focus on specific success factors, strengths, and improvement areas

80
Q

Goal setting (criteria for success)

A

Involve management and coaches/mentors
Specify competencies and knowledge to be developed
Specify developmental methods

81
Q

Action planning & follow up (criteria for success)

A

Involve management and coaches/mentors
Measure success and adjust plans as needed
Verify that pace of development is realistic

82
Q

3 issues with development

A

Glass ceilings
Succession planning
Dysfunctional management

83
Q

Established “old boys’ network” may prevent women and minorities from reaching senior management positions

A

Glass ceilings

84
Q

Organizations should create broad development plans to know who will likely move into key positions in the future

A

Succession planning

85
Q

Often caused by promoting high performing specialists who do not possess managerial skills
Organizations should try to provide managerial training to these individuals and coaching by their manager

A

Dysfunctional management

86
Q

Designing training step 1

A

Assess needs for training

87
Q

Designing training step 2

A

Ensure readiness for training

88
Q

Designing training step 3

A

Plan training program

  • objectives
  • trainers
  • methods
89
Q

Designing training step 4

A

Implement training program

  • principles of learning
  • transfer of training
90
Q

Designing training step 5

A

Evaluate results of training

91
Q

Protean career

A

One that frequently changes based on changes in the person’s interests, abilities, and values in the work environment

92
Q

Designing training step 1

A

Assess needs for training

93
Q

Designing training step 2

A

Ensure readiness for training

94
Q

Designing training step 3

A

Plan training program

  • objectives
  • trainers
  • methods
95
Q

Designing training step 4

A

Implement training program

  • principles of learning
  • transfer of training
96
Q

Designing training step 5

A

Evaluate results of training

97
Q

Designing training step 1

A

Assess needs for training

98
Q

Designing training step 2

A

Ensure readiness for training

99
Q

Designing training step 3

A

Plan training program

  • objectives
  • trainers
  • methods
100
Q

Designing training step 4

A

Implement training program

  • principles of learning
  • transfer of training
101
Q

Designing training step 5

A

Evaluate results of training

102
Q

Designing training step 1

A

Assess needs for training

103
Q

Designing training step 2

A

Ensure readiness for training

104
Q

Designing training step 3

A

Plan training program

  • objectives
  • trainers
  • methods
105
Q

Designing training step 4

A

Implement training program

  • principles of learning
  • transfer of training
106
Q

Designing training step 5

A

Evaluate results of training

107
Q

Designing training step 1

A

Assess needs for training

108
Q

Designing training step 2

A

Ensure readiness for training

109
Q

Designing training step 3

A

Plan training program

  • objectives
  • trainers
  • methods
110
Q

Designing training step 4

A

Implement training program

  • principles of learning
  • transfer of training
111
Q

Designing training step 5

A

Evaluate results of training

112
Q

Designing training step 1

A

Assess needs for training

113
Q

Designing training step 2

A

Ensure readiness for training

114
Q

Designing training step 3

A

Plan training program

  • objectives
  • trainers
  • methods
115
Q

Designing training step 4

A

Implement training program

  • principles of learning
  • transfer of training
116
Q

Designing training step 5

A

Evaluate results of training

117
Q

Designing training step 1

A

Assess needs for training

118
Q

Designing training step 2

A

Ensure readiness for training

119
Q

Designing training step 3

A

Plan training program

  • objectives
  • trainers
  • methods
120
Q

Designing training step 4

A

Implement training program

  • principles of learning
  • transfer of training
121
Q

Designing training step 5

A

Evaluate results of training

122
Q

Designing training step 1

A

Assess needs for training

123
Q

Designing training step 2

A

Ensure readiness for training

124
Q

Designing training step 3

A

Plan training program

  • objectives
  • trainers
  • methods
125
Q

Designing training step 4

A

Implement training program

  • principles of learning
  • transfer of training
126
Q

Designing training step 5

A

Evaluate results of training

127
Q

Designing training step 1

A

Assess needs for training

128
Q

Designing training step 2

A

Ensure readiness for training

129
Q

Designing training step 3

A

Plan training program

  • objectives
  • trainers
  • methods
130
Q

Designing training step 4

A

Implement training program

  • principles of learning
  • transfer of training
131
Q

Designing training step 5

A

Evaluate results of training

132
Q

Designing training step 1

A

Assess needs for training

133
Q

Designing training step 2

A

Ensure readiness for training

134
Q

Designing training step 3

A

Plan training program

  • objectives
  • trainers
  • methods
135
Q

Designing training step 4

A

Implement training program

  • principles of learning
  • transfer of training
136
Q

Designing training step 5

A

Evaluate results of training