Training & Development Flashcards
1
Q
Discuss how organizations create training programs and link them to organizational needs
A
- organizations need to establish training programs that are effective - in other words, programs that:
1. teach what they are designed to teach and
2. teach skills and behaviors that will help the organization achieve its goals - > they create such programs through instructional design; the process is as follows:
- conduct a needs assessment
- ensure readiness for training (including employee characteristics and organizational sup-port)
- plan a training program
- implement the program, and
- evaluate the results
2
Q
Explain how to assess the need for training
A
- needs assessment consists of:
- organization analysis: determines the appropriateness of training by evaluating the characteristics of the organization, including its strategy, resources, and management support
– person analysis: determines individuals’ needs and readiness for training
- task analysis: identifies the tasks, knowledge, skills, and behaviors that training should emphasize. It is based on the examination of the conditions in which tasks are performed, including:
- equipment and environment of the job
- time constraints
- safety considerations, and
- performance standards
3
Q
Explain how to assess employees’ readiness for training
A
- readiness for training is a combination of employee characteristics and positive work environment that permit training
- the necessary employee characteristics include
- ability to learn the subject matter
- favorable attitudes toward the training and
- motivation to learn
Merke: a positive work environment avoids situational constraints such as lack of money and time. In a positive environment, both peers and management support training.
4
Q
Describe how to plan an effective training program
A
- Establish training objectives that define an expected performance or outcome, the desired level of performance, and the conditions under which the performance should occur
- Based on the objectives, the planner decides:
- - who will provide the training
- - what topics the training will cover
- - what training methods to use, and
- - how to evaluate the training - usually a member of the HR department is responsible for training administration
- the training methods selected should be related to the objectives and content of the training program and may include: - presentation methods - hands-on methods or - groupbuilding methods
5
Q
Compare widely used training methods
A
- Classroom instruction:
- most widely used
- least expensive
- least time-consuming ways to present information on a specific topic to many trainees. It also allows for group interaction and may include hands-on practice
- E-learning: audiovisual techniques and computer-based training need not require that trainees attend a class, so organizations can reduce time and money spent on training. Moreover, it may be interactive and provide for group interaction
- On-the-job training methods such as apprenticeships and internships give trainees firsthand experiences
- A simulation represents a real-life situation, enabling trainees to see the effects of their decisions without dangerous or expensive consequences
- Business games and case studies are other methods for practicing decision-making skills. Participants need to come together in one location or collaborate online
- Behavior modeling gives trainees a chance to observe desired behaviors -> technique can be effective for teaching interpersonal skills.
- Experiential and adventure learning programs provide an opportunity for group members to interact in challenging circumstances but may exclude members with disabilities
- Team training: focuses on achieving a common goal
- Action learning: offers relevance, because the training focuses on an actual work-related problem
6
Q
Explain how to implement a successful training program and how employees learn best
A
- implementation should apply principles of learning and seek transfer of training
- effective training communicates:
- learning objectives
- presents information in distinctive and memorable ways, and
- helps trainees link the subject matter to their jobs, since employees are most likely to learn when training is linked to job experiences and tasks
- employees learn/ remember information best when:
- they demonstrate/ practice what they have learned
- when they receive feedback that helps them improve
- when it is broken into small chunks
- presented with visual images
- practiced many times
Merke: Transfer of training is most likely when there is social support (from managers and peers), technical support, and self-management.
7
Q
Evaluate the success of a training program
A
- evaluation of training should look for transfer of training by measuring whether employees are performing the tasks taught in the training program
- assessment of training also should evaluate training outcomes, such as
- change in attitude
- ability to perform a new skill, and
- recall of facts or behaviors taught in the training program
- training should result in improvement in the group’s or organization’s outcomes, such as customer satisfaction or sales
Merke: An economic measure of training success is return on investment.
8
Q
Describe training methods for employee orientation and onboarding and for diversity management.
A
- employee orientation is training designed to:
- prepare employees to perform their job effectively
- learn about the organization, and
- establish work relationships.
- an onboarding process is aimed at preparing new employees for full participation in the organization.
It is an ongoing process that addresses social as well as task-related aspects of work in order to prepare employees for:
– complying with policies and rules
– clarifying job requirements
– understanding the organization’s culture, and
– connecting with co-workers - orientation programs may combine several training methods, from printed materials to on-the-job training to e-learning
- diversity training is designed to change employee attitudes about diversity and/or develop skills needed to work with a diverse workforce. It is most effective if it is part of management’s long-term commitment to managing diversity as an opportunity for people to learn from one another and acquire teamwork skills
9
Q
Discuss how employee development is related to training and careers; aditionally explain the protean career
A
- employee development is the combination of:
- formal education
- job experiences
- relationships, and
- assessment of personality and abilities to help employees prepare for the future of their careers
- training is more focused on improving performance in the current job, but training programs may support employee development
- in modern organizations, the concept of a career is fluid - a protean career:
- is driven by the individual and not by the organization
- is pursued by an individual who is thought to put self-fulfillment and psychological success above concerns and norms
- changes along with changes in a person’s interests, abilities, and values and changes in the work environment
- requires active career management, which includes planning for employee development
10
Q
Identify the methods organizations use for employee development
A
- organizations may use:
- formal educational programs at the workplace or off-site, such as work-shops, university courses and degree programs
- company-sponsored training, or
- programs offered by independent institutions
- an assessment process can help employees identify strengths and areas requiring further development -> can help the organization identify employees with managerial potential or identify areas in which teams need to develop
- job experiences help employees develop by stretching their skills as they meet new challenges
- interpersonal relationships with a more experienced member of the organization -often in the role of mentor or coach - can help employees develop their understanding of the organization and its customers
11
Q
Describe how organizations use - assessment of personality type - work behaviors, and - job performance to plan employee development
A
- org. collect information and provide feed-back to employees about their behavior, communication style, and skills; the information may come from the employees, their peers, managers, and customers
- many organizations use performance appraisals as a source of assessment information; appraisals may take the form of 360-degree feedback, while
- some organizations use psychological tests designed for this purpose, including the Myers-Briggs Type Indicator and the DiSC assessment
- assessment centers combine a variety of methods to provide assessment information that managers must share, along with suggestions for improvement
12
Q
Explain how job experiences can be used for developing skills
A
- job experiences contribute to development through a combination of:
- relationships
- problems
- demands
- tasks, and
- other features of an employee’s job
- job experiences may include:
- job enlargement
- job rotations
- transfers
- promotions
- downward moves, and
- temporary assignments with other organizations
- assumption: development is most likely to occur when the employee’s skills and experiences do not entirely match the skills required for the employee’s current job, so employees must stretch to meet the demands of the new assignment -> its impact varies according to whether the employee views the experience as a positive or negative source of stress
13
Q
Explain what mentors are and summarize principles of successful mentoring programs
A
- a mentor is an experienced, productive senior employee who helps develop a less-experienced employee
- mentoring relationships can develop informally or organizations can link mentoring to development goals by establishing a formal mentoring program
- > a formal program provides a basis for ensuring that all eligible employees are included
- mentoring programs tend to be most successful when:
- they are voluntary
- participants understand the details of the program
- if mentors are carefully selected based on interpersonal and technical skills
- when it its evaluated whether the program has met its objectives
14
Q
Explain what a choach is and explain how managers and peers develop employees through coaching
A
- a coach is a peer or manager who works with an employee to motivate the employee, help him or her develop skills, and provide reinforcement and feedback
- coaches should be prepared to take on one or more of three roles:
- working one-on-one with an employee
- helping employees learn for themselves, and
- providing resources, such as mentors, courses, or job experiences
15
Q
Identify the steps in the process of career management
A
- Data gathering e.g.: psychological tests or exercises that ask about career status and plans. Employees use information to determine their:
- - career interests
- - values
- - aptitudes (Fähigkeiten), and
- - behavioral tendencies, looking for opportunities and areas needing improvement - Organizations then provide feedback by communicating information about the employee’s skills and knowledge and how these fit into the organization’s plan
- The employee set goals and discusses them with his/ her manager, who ensures that the goals are specific, challenging, and attainable
- Finally, the employee works with his/ her manager to create an action plan and follow-up for development activities that will help the employee achieve the goals
