Training & Development - Definitions Flashcards
1
Q
Performance Management
A
The process of establishing performance goals and designing interventions and programs to motivate and develop employees to improve their performance
2
Q
Training
A
Formal and planned efforts to help employees acquire knowledge, skills, and abilities to improve performance in their current job. Training usually consists of a short-term focus on acquiring skills to perform one’s job
3
Q
Development
A
Formal and planned efforts to help employees acquire knowledge, skills, and abilities required to perform future job responsibilities
4
Q
Human Capital
A
The knowledge, skills, and abilities of an organization’s employees
5
Q
Social Capital
A
The social resources that an individual obtains from participation in a social structure. It has to do with relationships within an organization and between members of the organization and external stakeholders
6
Q
Work Engagement
A
A positive, fulfilling, work-related state of mind that is characterized by vigour, dedication, and absorption
7
Q
Strategic Human Resource Management (SHRM)
A
The alignment of human resources practices with an organization’s business strategy. By linking training to business strategy, training becomes strategic rather than an isolated and independent activity; thus, it is more likely to be effective
8
Q
Instructional Systems Design (ISD) Model
A
A rational and scientific model of the training and development process that consists of a needs analysis, training design and delivery, and training evaluation
9
Q
ADDIE
A
An original training and development model that consists of:
- Analysis
- Design
- Development
- Implementation
- Evaluation
10
Q
Learning
A
The process of acquiring knowledge and skills, and a change in individual behaviour as a result of some experience
11
Q
70–20–10 Model
A
70 percent of workplace learning comes from on-the-job experiences
20 percent from interactions with others
10 percent from formal learning activities and events
12
Q
Informal Learning
A
Learning that occurs naturally as part of work and is not planned or designed by the organization. It has been reported that 70 to 90 percent of what employees learn and know about their jobs is learned through informal processes
13
Q
Resource Allocation Theory
A
Individuals possess limited cognitive resources that can be used to learn a new task
14
Q
Declarative Knowledge (ACT)
A
The first stage of learning with a focus on learning knowledge, facts, and information
15
Q
Knowledge Compilation (ACT)
A
Integrating tasks into sequences to simplify and streamline the task. During this stage, performance becomes faster and more accurate
16
Q
Procedural Knowledge (ACT)
A
During this stage, the learner has mastered the task and performance is automatic and habitual
17
Q
Kolb’s Learning Style
A
The way in which an individual gathers information and processes and evaluates it during the learning process. Consists of:
- Concrete Experience (CE)
- Abstract Conceptualization (AC)
- Active Experimentation (AE)
- Reflective Observation (RO)
18
Q
VARK Model
A
An acronym for the four different perceptual preferences or learning styles:
- Visual
- Aural/auditory
- Read/write
- Kinesthetic
19
Q
Conditioning Theory
A
Stimulus -> Behaviour -> Consequence
20
Q
Conditioning Process: Shaping
A
The reinforcement of each step in a process until it is mastered and then withdrawing the reinforcer until the next step is mastered
21
Q
Conditioning Process: Chaining
A
The reinforcement of entire sequences of a task. The goal is to learn to combine each step and perform the entire response
22
Q
Conditioning Process: Generalization
A
The conditioned response occurs in circumstances different from those during learning. To achieve generalization, the trainer must provide trainees with opportunities to perform the task in a variety of situations
23
Q
Social Cognitive Theory: Observation
A
Learning by observing the actions of others and the consequences. 4 key elements:
- Attention
- Retention
- Reproduction
- Reinforcement
24
Q
Social Cognitive Theory: Self-Efficacy
A
Beliefs that people have about their ability to successfully perform a specific task. Is influenced by:
- Task Mastery
- Observation
- Verbal persuasion and Social Influence
- One’s physiological or emotional state
25
Social Cognitive Theory: Self-Regulation
Managing one’s own behaviour through a series of internal processes.
26
Adult Learning Theory
A theory is based on the differences between adults and children and the implications of these differences for learning
27
Andragogy
An adult-oriented approach to learning that takes into account the differences between adult and child learners
28
Pedagogy
The traditional approach to learning used to educate children and youth
29
Motivation
The degree of persistent effort that one directs toward a goal. It involves:
- Effort
- Persistence
- Direction
30
Goal-Setting Theory
A theory based on the idea that people’s intentions are a good predictor of their behaviour
31
Goal-Setting Theory: Distal Goal
A long-term or end goal
32
Goal-Setting Theory: Proximal Goal
A short-term goal or sub-goal
33
Goal-Setting Theory: Learning Goal Orientation (LGO)
A focus on developing competence by acquiring new skills and mastering new tasks
34
Goal-Setting Theory: Prove Performance Goal Orientation (PPGO)
A focus on favourable judgments from others for one’s performance outcomes
35
Goal-Setting Theory: Avoid Performance Goal Orientation (APGO)
A focus on avoiding negative judgments from others for one’s performance outcomes
36
Training motivation
Refers to the direction, intensity, and persistence of learning-directed behaviour in training contexts
37
Locus of control
People’s beliefs about whether their behaviour is controlled mainly by internal or external forces
38
Job Involvement
The degree to which an individual identifies psychologically with work and the importance of work to their self-image
39
Needs Analysis
A process to identify gaps or deficiencies in employee and organizational performance
40
Need (Needs Analysis)
A gap between the way things are (current results) versus the way they should be (desired results)
41
Organizational analysis
The study of the entire organization. its:
- Strategy
- Environment
- Resources
- Context
42
Strategic Training and Development
The alignment of an organization’s training needs and programs with an organization’s strategy and objectives
43
Compliance Training
Training programs that are mandated by government legislation and regulations as well as industry and organization policies
44
Resource Analysis
The identification of the resources available in an organization that might be required to design and implement training and development programs
45
Organizational Climate
The collective attitudes of employees toward work, supervision, and company goals, policies, and procedures
46
Transfer Training Climate
Characteristics in the work environment that can either facilitate or inhibit the application of training on the job.
47
Learning Culture
Attitudes and practices within the organization regarding the importance placed on organizational learning and employee development
48
Continuous Learning Culture
A culture in which members of an organization believe that knowledge and skill acquisition are part of their job responsibilities and that learning is an important part of work life in the organization
49
Task Analysis
Reveals the tasks required for a person to perform a job and the knowledge, skills, and abilities (KSAs) that are required to perform the tasks successfully
50
Competency
A cluster of related knowledge, skills, and abilities that enables the job holder to perform effectively
51
Cognitive Task Analysis (CTA)
A set of procedures that focuses on understanding the mental processes and skills required for performing a job. CTA describes mental and cognitive activities that are not directly observable
52
Team Task Analysis
An analysis of tasks as well as the team-based competencies (knowledge, skills, and attitudes) associated with the tasks
53
Person Analysis
the process of studying employee behaviour and performance to determine whether performance meets the work standards
54
Rapid Needs Analysis
Gathering available information and using data that already exist.
55
Training Design
Preparing and planning events to facilitate learning
56
Learner Engagement
The extent to which trainees are cognitively, physically, and emotionally immersed in the training content and the learning process.
57
Training Objective
A statement of what trainees are expected to be able to do after a training program
58
Request for Proposal (RFP)
A document that outlines to potential vendors and consultants an organization’s training and project needs
59
Meaningfulness (Training Content)
Training content that is rich in associations and is easily understood by trainees
60
Productive Responses
The trainee actively uses the training content rather than passively watching, listening to, or imitating the trainer
61
Blended Training
The use of a combination of approaches to training, such as classroom training, on-the-job training, and computer technology
62
Practice
Physical or mental rehearsal of a task, skill, or knowledge in order to achieve some level of proficiency in performing the task or skill or demonstrating the knowledge
63
Active Practice
Providing trainees with opportunities to practise performing a training task or using knowledge during training
64
Conditions of Practice
Practice conditions that are implemented before and during training to enhance the effectiveness of active practice and maximize learning and retention
65
Pre-Training Interventions
Activities or material provided before a training program or practice session to improve the potential for learning as well as the efficiency and effectiveness of practice during training
66
Attention Advice (Pre-Training Intervention)
Providing trainees with information about the task process and general task strategies that can help them learn and perform a task. It helps to focus or direct trainees’ attention on specific aspects of the training or practice session and task strategies and to assimilate the training material with existing knowledge
67
Metagognition (Pre-Training Intervention)
The process of thinking about one's own thinking and learning. A self-regulatory process that helps people guide their learning and performance. It consists of Monitoring & Control
68
Metacognitive Strategies (Pre-Training Intervention)
Strategies trainees can use to self-regulate their learning of a task
69
Advance Organizers (Pre-Training Intervention)
Structures or frameworks to help trainees assimilate and integrate training content
70
Goal Orientation (Pre-Training Intervention)
The type of goal (learning goal or performance goal) that is set during training
71
Preparatory Information (Pre-Training Intervention)
Information about what trainees can expect to occur during practice sessions so that they can develop strategies to overcome performance obstacles
72
Pre-Practice Briefs (Pre-Training Intervention)
Sessions in which team members establish their roles, responsibilities, and performance expectations prior to a team practice session
73
Massed versus Distributed Practice (Conditions of Practice During Training)
How the segments of a training program are divided and whether the training is conducted in a single session (Massed) or is divided into several sessions with breaks or rest periods between them (Distributed)
74
Overlearning (Conditions of Practice During Training)
Continued practice even after trainees have mastered a task so that the behaviour becomes automatic
75
Automacity (Conditions of Practice During Training)
The performance of a skill to the point at which little attention from the brain is required to respond correctly
76
Task Sequencing (Conditions of Practice During Training)
Dividing training material into an organized and logical sequence of sub-tasks
77
Feedback and Knowledge of Results (Conditions of Practice During Training)
Providing trainees with feedback and information about their performance on a training task so they know how they are performing
78
Active Learning
An approach to training that gives trainees control over their learning so that they become active participants in their own learning experience. Active learning promotes an inductive learning process
79
Routine Expertise
The ability to reproduce specific behaviours in similar settings and situations
80
Adaptive Expertise
the ability to use knowledge and skills across a range of tasks, settings, and situations
81
Exploratory/Discovery Training
Trainees are given the opportunity to explore and experiment with the training tasks to infer and learn the rules, principles, and strategies for effective task performance
82
Error Framing
Encouraging trainees to make errors and to view errors as instrumental for learning
83
Proceduralized Instruction
Trainees are provided with step-by-step instructions on how to perform a task and the rules, principles, and strategies for effective performance
84
Emotion Control
A strategy to help trainees control their emotions during active learning
85
Error Management Training (EMT)
Involves explicitly encouraging trainees to make errors during training and to learn from them
86
Error-Management Instructions
Statements that errors are a necessary and natural part of learning and emphasize the positive function of errors. A part of error management training
87
Adaptive Tasks
Tasks that differ from those worked on during training and require different solutions
88
Analogical Tasks
Tasks that are similar to those worked on during training
89
Flipped Classroom (Training Method)
Training content is delivered outside of the classroom via a video lecture and activities that usually take place outside of the classroom are worked on in the classroom
90
Discussion (Training Method)
Two-way communication between the trainer and trainees as well as among trainee
91
Case Study (Training Method)
A training method in which trainees discuss, analyze, and solve problems based on a real situation. The primary use is to encourage open discussion and analysis of problems and events
92
Case Incident (Training Method)
A training method in which one problem, concept, or issue is presented for analysis
Case incidents are useful when the trainer wants to focus on one topic or concept
93
Behaviour Modelling Training [BMT] (Training Method)
A training method in which trainees observe a model performing a task and then attempt to imitate the observed behaviour
94
Role Play (Training Method)
A training method in which trainees are given the opportunity to practise new behaviours in a safe environment
95
Simulation (Training Method)
a form of training that involves the use of operating models of physical or social events that are designed to represent reality
96
Equipment Simulators
Mechanical devices that are similar to those that employees use on the job
97
Physical Fidelity
The similarity of the physical aspects of a simulation (e.g., equipment, tasks, and surroundings) to the actual job. An aspect of an effective simulation
98
Psychological Fidelity
The similarity of the psychological conditions of the simulation to the actual work environment. An aspect of an effective simulation
99
Games (Training Method)
Training methods that involve structured competition that allows trainees to learn specific skills.
100
Action Learning (Training Method)
It requires trainees to identify problems; develop possible solutions; test these solutions in a real-world, real-time situation; and evaluate the consequences.
101
Instructional Media (Training Method)
It refers to the medium or media used to deliver the training content and methods to trainees
102
Blended Training
The use of a combination of methods to training
103
On-the-Job-Training (OJT)
A training method in which a trainee receives instruction and training at his or her workstation from a supervisor or an experienced co-worker
104
Job Rotation
A training method in which trainees are exposed to different jobs, functions, and areas in an organization. It broadens an individual’s knowledge and skills by providing him/her with multiple perspectives and areas of expertise
105
Cross-Training
Training employees to perform each other’s jobs variety of skills
106
Stretch Assignments
Job assignments that aim to “stretch” employees by having them work on challenging tasks and projects that involve learning new knowledge and skills
107
Apprenticeships
Training methods that combine on-the-job training and classroom instruction
108
Coaching (Training Method)
An on-the-job training and development method in which an experienced and knowledgeable person (the coach) is formally called upon to help another person (the coachee) develop insights and techniques pertinent to the accomplishment of their job and improvement of their job performance
109
Mentoring
An on-the-job training method in which a senior member of an organization takes a personal interest in the career of a junior employee
110
E-Learning
The use of computer network technology such as the intranet or Internet to deliver information or instruction to individuals
111
Instructor-Led Training
Training methods that involve an instructor or facilitator who leads, facilitates, or trains online
112
Self-Directed Learning
When individuals or groups take the initiative and responsibility for learning and manage their own learning experiences
113
Asynchronous Training
Training that is pre-recorded and available to employees at any time and from any location
114
Synchronous Training
Training that is live and requires trainees to be at their computer at a specific time
115
Online/Distance Education
The use of computer technology and the Internet to deliver educational content and courses. Can be:
Massive Open Online Courses (MOOCs)
Small Private Online Courses (SPOCs)
116
Electronic Performance Support System (EPSS)
A computer-based system that provides access to integrated information, advice, and learning experiences. The goal of an EPSS is to provide whatever is necessary to aid performance and learning at the time it is needed. It is accessed only when it is needed.
117
Virtual Classroom
A Web-based platform to deliver live, instructor-led training to geographically dispersed learners
This allows trainees to participate in live discussions with facilitators and co-workers from any location
118
Knowledge Sharing
Involves providing task information and know-how to help and
| collaborate with others to solve problems, develop new ideas, or implement policies or procedures
119
Communities of Practice
Groups of employees who share similar concerns and problems and meet regularly to share their experiences and knowledge, learn from one another, and identify new approaches for working and solving problems
120
Generative Learning
A self-initiated and learner-controlled form of collaborative learning in which individuals in a social network share ideas and information, and in the process solve problems and create new knowledge
121
Microlearning
Small amounts of bite-sized chunks of focused information to meet a specific learning outcome. It is often used to reinforce and supplement training programs and to provide just-in-time or on-demand learning content.
122
Synthetic Learning Environments (SLE)
Technology-based training media that augment, replace, create, and/or manage a learner’s experience with the world by providing realistic content with instructional features
123
Gamification
The use of game mechanics and elements from video games to engage and motivate employees in the workplace
124
Adaptive Learning
An aspect of Customization. It tailors and adjusts training content and material to the specific needs of trainees
125
Learning Management System
Software that is used for the administration, delivery, and management of an organization’s training and development programs
126
Lesson Plan
The blueprint that outlines the sequence of activities that will take place in the training program
127
Lesson
A cohesive unit of instruction with a specific learning objective
128
Train-the-Trainer
Training programs that teach subject-matter experts how to design and deliver training programs
129
Trainability Test
A test that measures an individual’s ability to learn and perform training tasks. This is typically done by having individuals take a mini-course or learn a sample of the training that is representative of the content of a training program.
130
Training Plan
Who in an organization needs training (e.g., human resources staff), the type of training needed (e.g., structured employment interviewing), and how the training will be delivered (e.g., in a formal classroom).
131
Learning Climate
A climate that is conducive to learning and consists of pre-arrival factors, greeting participants, the learning facility/ environment, and the trainer’s style and behaviour
132
Transfer of Training
The application of the knowledge and skills acquired in a training program on the job and the maintenance of acquired knowledge and skills over time. 2 conditions for ToT:
- Generalization
- Maintenance
133
Transfer of Training - Positive Transfer
Trainees apply new knowledge, skills, and attitudes acquired in training on the job
134
Transfer of Training - Zero Transfer
Trainees do not use new knowledge, skills, and attitudes acquired in training on the job
135
Transfer of Training - Negative Transfer
Training has had a negative effect and trainees are performing worse as a result of a training program
136
Transfer of Training - Near Transfer
The extent to which trainees can apply what was learned in training to situations that are very similar to those in which they were trained
137
Transfer of Training - Far Transfer
The extent to which trainees can apply what was learned in training to novel or different situations from those in which they were trained
138
Transfer of Training - Horizontal Transfer
The transfer of knowledge and skills across different settings or contexts at the same level
139
Transfer of Training - Vertical Transfer
Transfer from the individual or trainee level to the organizational level, or the extent to which changes in trainee behaviour or performance transfer to organizational-level outcomes
140
Supervisor Support (Transfer of Training)
The extent to which supervisors reinforce and encourage the use of learning on the job
141
Motivation to Transfer
A trainee’s intended effort to use on the job skills and knowledge learned in training
142
Identical Elements (Training Design)
Training experiences and conditions that closely resemble those in the actual work environment
143
General Principles (Training Design)
The general rules and theoretical principles that underlie the application of trained knowledge and skills
144
Stimulus Variability (Training Design)
A variety of training stimuli and experiences, such as multiple examples of a concept and practice experiences in a variety of situations
145
Readiness to Learn/Trainability
The extent to which an individual has the knowledge, skills, abilities, and motivation to learn the training content
146
Performance Contract (for Trainees)
An agreement outlining how the newly learned skills will be applied to the job
147
Transfer of Training Interventions
Interventions provided at the end of a training program to facilitate the transfer of training. 3 common types are:
- Relapse prevention
- Self-management
- Goal-setting
148
Relapse Prevention (Transfer of Training)
An intervention that instructs trainees to anticipate transfer obstacles and high-risk situations in the work environment and to develop coping skills and strategies to overcome them
149
Self-Management (Transfer of Training)
An intervention that instructs trainees to anticipate transfer obstacles and high-risk situations in the work environment and to develop coping skills and strategies to overcome them
150
Goal-Setting Interventions (Transfer of Training)
An intervention that instructs trainees about the goal-setting process and how to set specific goals for using trained skills on the job
151
Booster Session (Post-Training)
Extensions of training programs that involve a review of the training material
152
Debrief (Post-Training)
Discussions about trainees’ transfer experiences and transfer obstacles
153
Self-Coaching (Post-Training)
Trainees examine the extent to which they have engaged in trained behaviours and establish performance maintenance and improvement goals
154
Upward Feedback
Trainees receive data on the frequency with which they engaged in trained behaviours and written comments on their performance from subordinates
155
Training Evaluation
A process to assess the value—the worthiness—of training programs to employees and to organizations
156
Formative (Training) Evaluation
Provide data about various aspects of a training program
157
Summative (Training) Evaluation
Provide data about the worthiness or effectiveness of a training program
158
Descriptive (Training) Evaluation
Provide information describing trainees once they have completed the program
159
Casual (Training) Evaluation
It is used to determine whether the training caused the post-training learning and/or behaviours
160
Kirkpatrick’s Hierarchical Model
Training is effective when there is success at all 4 levels:
L1: Trainees report positive reactions to a training program
L2: Trainees learn the training material
L3: Trainees apply on the job what they learn in training
L4: Training has a positive effect on organizational outcomes
161
COMA Model
a training evaluation model designed for formative evaluation that involves the measurement of Cognitive, Organizational, Motivational, and Attitudinal variables
162
Decision-Based Evaluation (DBE) Model
A training evaluation model that specifies the target, focus, and methods of evaluation
163
Affective Reaction (Training Evaluation Variable)
Reaction measures that assess trainees’ likes and dislikes of a training program
164
Utility Reaction (Training Evaluation Variable)
Reaction measures that assess the perceived usefulness of a training program
165
Declarative Leaning (Training Evaluation Variable)
Acquiring facts and information; is by far the most frequently assessed learning measure
166
Procedural Learning (Training Evaluation Variable)
Organizing facts and information into a smooth behavioural sequence
167
Training Motivation (Training Evaluation Variable)
The direction, intensity, and persistence of learning-directed behaviour in training contexts.
168
Self-Efficacy (Training Evaluation Variable)
Beliefs that trainees hold about their ability to successfully perform the behaviours that were taught in a training program.
169
Return on Expectations (Training Evaluation Variable)
The measurement of a training program’s ability to meet managerial expectations
170
Casual (Training) Evaluation Designs
When data is collected from two “identical” groups of employees where one is trained and the other is not. Training is judged to be effective when the trained group outperforms the untrained group on the relevant post-training measures.
171
Descriptive Training Evaluation Models
Indicate the post-training states of trainees in terms of attitudes, knowledge, and/or behaviours. However, they cannot prove that training caused those outcomes
172
Internal Referencing Strategy (IRS)
Data are collected exclusively from the trained group using a pre-post design. on both the pre and post measures outcomes are measured by:
- Relevant Outcome
- Germane Outcome
173
Cost-effectiveness evaluation (of Training)
A comparison of the monetary cost of training to the benefit of training in monetary terms
174
Benefit–Cost Ratio (BCR)
The benefit divided by the cost of the training program
175
ROI of Training
ROI = Benefits - Cost of the Program/Cost of the Program
176
Technical Skills Training
Training in specific job-related skills that all employees need to perform their jobs
177
Non-Technical Skills Training
Training in a variety of skills that employees require to work and interact with others
178
Total Quality Management (TQM)
A systematic process of continual improvement of the quality of an organization’s products and services
179
(Total Quality Management) TQM Training
Training and development is the primary method of reinforcing employee commitment to the consistent delivery of high-quality products and services. TQM involves team training as well as training in the use of statistical tools that are used for problem-solving and decision-making processes
180
Crew Resource Management (CRM) Training
A specialized type of team training that teaches team members to use all available resources—people, information, and equipment
181
Training Rigour
The degree of mental involvement and effort that must be expended by the trainer and the trainee in order for the trainee to learn the required concepts.
182
Experiential learning (Management Development)
Skill practices exercises that actively engage and involve the learner
183
After-Event Reviews (AERs)
A management development method that involves formal, structured debriefings held immediately following an experiential learning situation
184
Learning 2.0
A shift from learning as a product that is created by organizations for learners to a learner-initiated collaborative process
185
Social Constructivism
An approach to learning that emphasizes interactive learning environments in which training participants learn from instructors, participants learn from each other, and the instructor learns from participants
186
Learning Organization
An organization that acquires, organizes, and shares information and knowledge, and uses new information/knowledge to change its behaviour in order to achieve its objectives and improve its effectiveness.
187
The characteristics of a learning organization
```
Personal mastery,
Building shared vision,
Systems thinking,
Mental models,
Team learning
```
188
Adaptive Character Theory (ACT)
The learning process as it unfolds across 3 stages: Declarative knowledge, Knowledge compilation, Procedural knowledge (proceduralization)
189
Mental Models
Deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we take actions
190
Experimental Designs (Job Evaluation)
One group (the program or treatment group) gets the program and the other group (the comparison or control group) does not
191
Non-Experimental Designs (Job Evaluation)
Research designs in which an experimenter simply either describes a group or examines relationships between preexisting groups
192
Prove-Performance Goals
A person's focus on performance as their ability to outperform and look better than others
193
Mixed Modelling Strategy (Behavioural Modelling Theory)
A Behavioural Modelling Theory that shows trainees what should be done (a positive model) and what should not be done (a negative model)
