Term
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Definition
| the policies, practices, and systems that directly influence employees' behavior, attitudes, and performance |
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Term
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Definition
| policies, practices, and systems |
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Definition
| behaviors, attitudes, and performance |
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Term
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Definition
| planned effort to facilitate the learning of job related competencies |
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Definition
1) Master the knowledge, skills, and behaviors emphasized in training programs
2) Apply them to their day to day activities |
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Definition
| Coupling training with other high performance work practices. |
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Term
| High Performance Work Practices |
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Definition
| Incentive pay, strategic training, compensation level, employee participation, systematic selection, internal promotion, HR Planning, flexible scheduling, performance appraisal, grievance procedures, team based structure, information sharing, and employment security |
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Term
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Definition
| a plan that integrates the company's goals, policies, and actions |
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Term
| Physical Capital, Financial capital, technological capital, and human capital |
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Definition
| Business Strategy influences how a company uses: |
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Term
| an organizations activities to reach specific goals |
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Definition
| The business strategy helps align... |
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Term
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Definition
| Declarative and procedural -->know what and how? |
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Definition
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Definition
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| Motivation and Commitment |
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Definition
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Term
| 1) Where to compete 2) How to compete 3)With that to compete? |
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Definition
| What are the 3 critical questions? |
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Term
| align training programs with the organization's strategy |
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Definition
| What is the ultimate strategic goal of T&D? |
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Term
1) Amt of training devoted to current or future job skills
2) Extent to which training is customized
3) Degree to which training is widely available
4) Whether training is proactive or reactive
5) Relative importance placed on training compared to other types of activities |
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Definition
| What is the Strategy's impact on Training? (5) |
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Term
1) Easier dissemination of practices
2) Wider range of programs tend to be offered
3) Culture values can be better emphasized
4) Training practices are more consistent
5) Costs are more identifiable and controllable |
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Definition
| Advantages of Corporate Universities (5) |
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Term
1) Proprietary thus a narrow range of learning
2) Lack of formal degree accreditation
3) Lack of scientific research
4) Learning is delivered in a very tight time frame
5) No academic freedom |
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Definition
| Disadvantages of Corporate Universities (5) |
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Term
1) Individuals are ultimately responsible for learning
2) Most effective learning happens near or on the job
3) Manager- Employee relationships are critical for learning and transfer |
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Definition
| Underlying principles of Business Embedded Models (3) |
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Term
1) More customer focused trainees as customers
2)Strives to "close to business" to improve relevancy
3) greater emphasis on evaluating training effectiveness
4) higher variability in # of trainers "on demand"
5) More involvement of mgr's in direction and content of training
6) Better integration with performance management activities |
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Definition
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Term
Training Process Model
A-Analysis
D-Design
D-Development
I-Implementation
E-Evaluation |
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Definition
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Term
| Evidence Based Management |
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Definition
| ____ is about making decisions through the conscientious, explicit, and judicious use of four sources of information |
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Term
1)Practioner expertise and judgment
2)Evidence from the local context
3)Evaluation of best available research and evidence
4) Perspective of those people who might be affected by the decision |
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Definition
| What are the 4 sources of information for Evidence Based Management |
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Term
1) Good data are reliable, valid, and standardized
2)Statistical significance does not = managerialy useful
3)Data are both quantitative and qualitative |
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Definition
| When practicing evidence based management you must ensure quality of data is (3) |
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Term
1) Use meta analysis vs single studies
2)Use success/failure stories as illustration verses evidence |
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Definition
| Evidence Based Management- Seek collective wisdom (2) |
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Term
1) Not just "will it work" but "Will it work here?"
2) When does it fail to work?
3)Reduce the use of casual benchmarking |
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Definition
| Contextualize Evidence and Isolate Variations in Data - What questions to ask |
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Term
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Definition
| When judging Evidence based management Methods differ with respect to ___ and ___ |
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Definition
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Term
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Definition
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Term
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Definition
| Measure what is claimed (to be measured) |
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Definition
| Consistently collected/measured |
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Term
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Definition
| work in a variety of contexts (jobs, firms etc.) |
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Term
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Definition
| Provides economic value (cost benefit is favorable) |
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Term
What is beneficial? Above .35
What is Likely to be useful? .21- .35
Depends on Circumstance: .11-.2
Unlikely to be useful: below .11 |
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Definition
Correlation R -
What is beneficial?
What is Likely to be useful?
Depends on Circumstance
Unlikely to be useful |
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Term
Small Effect .2-.3
Medium Effect .4-.6
Large Effect >.8 |
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Definition
Cohen's D
Small Effect
Medium Effect
Large Effect |
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Term
variance in the criterion accounted for by the predictor
Caveat- 100% of the variance will never be explained by a single predictor -Human behavior is too complex |
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Definition
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Term
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Definition
| Reflects the standardized mean differences across groups or due to a treatment |
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Term
| The chosen instructional technique must be aligned with desired learning goals and consequences |
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Definition
| Method must match outcome |
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Term
Attitude Changes
Behavioral or Skill Change
Knowledge Gain |
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Definition
| What do we want to happen to trainees? |
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Term
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Definition
| Transfer rates for traditional programs are ____ |
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Term
| Increased focus on supporting the organizations strategy. |
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Definition
| The _____ of learning function has changed? |
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Term
Event
Shift to total talent management which includes both learning and performance management |
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Definition
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Term
Motivation
with out motivation, even the most well designed programs fail |
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Definition
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Term
1) Knowledge, skill, and behavior gain
2)Increased utility perceptions of training |
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Definition
| Motivation is tied to (2) |
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Term
Decay
1) If you don't use it, you lose it
Little to no decay one day after training but 92% after one year |
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Definition
| Trained skills _____ over time |
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Term
Matters- events that occur before and after training play a significant role in its effectiveness
1) Manager and peer support
2)Situational constraints |
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Definition
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Term
Not the only
Research shows 80% of learning occurs informally
Informal learning is non-curricular development of KSB's. Its predominantly self-directed, intentional, and field based |
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Definition
| Formal Training is ____ source of learning |
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Term
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Definition
| Poor alignment of needs _____ transfer of learning |
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Term
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Definition
| Probably an issue for training due to lack of KSB's |
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Term
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Definition
| Probably not an issue for training rather due to motivation |
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Term
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Definition
TNA Components
Why? Tie to mission |
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Term
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Definition
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Term
| Task (Competency) Analysis |
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Definition
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Term
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Definition
| belief in one's capacity to effectively perform a certain task, action, or behavior |
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Term
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Definition
| Self Efficacy is important __ and __ training |
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Term
| Tied to motivation to learn |
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Definition
| Pre training self efficacy is important because |
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Term
| promotes transfer of training back to the job |
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Definition
| Post training self efficacy is important because |
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Term
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Definition
| attitude regarding value or usefullness of the training |
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Term
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Definition
| attitude about involvement and identification with the org |
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Term
1) Select the jobs or work roles to be analyzed
2) Develop a preliminary list of tasks that the job requires
3) Validate or confirm the preliminary list of tasks
4) Identify the KS's necessary for successful performance of each task |
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Definition
| 4 steps of conducting a task analysis |
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Term
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Definition
Examines mental processes and cognitive skills required to perform a task
Appropriate for tasks requiring significant knowledge base or involve complex judgments in a dynamic environment |
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Term
1) Observation and Interviews
2)Process Tracing
3) Domain Representation
4) Modeling |
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Definition
| 4 techniques of Cognitive Task Analysis |
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Term
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Definition
| simultaneously examines task and coordination requirements of individuals working in a team |
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Term
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Definition
Overcomes 2 Traditional Task Analysis Weaknesses
-Inability to access and understand tacit knowledge
Inherently "backward looking" assessment |
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Term
Affective- attitudinal outcomes -Self Efficacy, engagement, satisfaction
Behavioral- skill based outcomes (technical skills, interpersonal skills, new behavior)
Cognitive-(knowledge based outcomes)- Mastery of facts, principles, procedural knowledge |
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Definition
| ABC's of Individual Training Outcome |
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Term
Not identifying the desired types of outcomes which informs HOW to deliver instruction
(Hands on, Presentation, Group Building) |
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Definition
| Why are most interventions doomed before they begin? |
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Term
1)Can be passive way of learning
2)Quality dependent on instructor
3)Knowing verses Doing GAP |
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Definition
| Disadvantages of Lecture (3) |
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Term
1) Efficient Method for presenting large amt of information
2)Very useful for large groups of trainees
3)Relatively inexpensive
4)Most learners are comfortable with the format |
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Definition
| Advantages of Lecture (4) |
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Term
1)Assumes access to technology
2)Often even more passive than lectures
3)Development costs high |
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Definition
| Disadvantages of AV (Online) Techniques (3) |
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Term
1)Flexibility
2)Consistency
3)Cheaper in the long run |
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Definition
| Advantages of AV (Online) 3 |
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Term
1) Flexibility
2)Accessibility
3)Self-Paced
4)Cost-Effective |
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Definition
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Term
1) Assumes online access
2)Low completion rates
3)assessing mastery can be difficult
4)Development costs high |
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Definition
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Term
1)Can be very un-standardized
2)Might temporarily decrease job performance
3)Can Learn the wrong things too!
4)"Trainers" may not know how to train |
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Definition
| On the Job Training INSTRUCTED Disadvantages (4) |
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Term
1)Can save time and money
2)Increased transfer of learning
3)Very active form of learning
4)Immediate feedback |
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Definition
| On the Job Training INSTRUCTED Advantages (4) |
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Term
1)Learn at own pace
2)Instant Feedback
3)Fewer Trainers Needed
4)Consistent Materials
5)Multiple Sites easier
6)Fits employee shifts & schedules |
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Definition
| On the Job Training (Self Directed) Advantages (6) |
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Term
1)Trainees must be self motivated
2)Higher Development costs
3)Higher Development time |
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Definition
| On the Job Training (Self Directed) Disadvantages (3) |
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Term
1)may be seen as too artificial
2)can be very expensive to develop and maintain
3)Cannot mimic all situations, may lead to overconfidence |
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Definition
| Simulations Weaknesses (3) |
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Term
1)Provides a high fidelitiy learning context
2)Learning in a low risk environment
3)Minimizes potential harm
4)Gives Immediate feedback |
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Definition
| Simulations Strengths (4) |
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Term
1)Narratives may seem to scripted or unreal
2)Requires learner to recall a lot of information for effective transfer
3)Debrief can "make or break" success |
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Definition
| Case Study Disadvantage (3) |
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Term
1)Provides an engaging experience
2)Illustrates how concepts are inter-related
3)Heightens appreciation for contextual differences |
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Definition
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Term
1)Only as good as the "actors themselves
2)Context must be meaningful (job-related)
3)Debrief can "make or break" success |
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Definition
| Role Play Disadvantage (3) |
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Term
1)Very active form of learning
2)Creates opportunities for additional learning through practice
3)Promotes learning from "both sides"-ROLE REVERSAL |
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Definition
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Term
1)Too many key behaviors can confuse learning
2)Models must be seen as credible
3)Can be time consuming to develop and implement |
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Definition
| Behavior Modeling Disadvantages (3) |
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Term
1)Learn from the experts
2)Can build self efficacy
3)Mistakes are detected & can be quickly corrected |
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Definition
| Behavior Modeling Advantages (3) |
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Term
1)Not Job related
2)Disability implications
3)No evidence to support learning transfer |
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Definition
| Outdoor Experiential Learning Disadvantages (3) |
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Term
1)Engaging experience
2)Can lead to self awareness
3)Increases interpersonal familiarity |
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Definition
| Outdoor Experiential Learning Advantages (3) |
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Term
1)May not train teamwork skills
2)Requires existing problem related expertise
3)Long term implementation issues |
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Definition
| Action Training Disadvantages (3) |
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Term
1)Real time issues
2)Learning and problem solving
3)Expose dysfunctional team dynamics |
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Definition
| Action Training Advantages (3) |
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Term
1)Individuals may fail to transfer skills
2)May overemphasize team outcomes
3)May be more team building vs. team training |
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Definition
| Team Training Disadvantages (3) |
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Term
1)Train both technical and teamwork skills
2)Can increase coordination and cooperation
3)Improves team level peformance |
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Definition
| Team Training Advantages (3) |
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Term
-Significant but small improvement for distance learning
-Improvement depended on course content
-No difference if you could ask questions or not |
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Definition
| Is distance learning effective? |
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Term
-Slight edge for WB based on cognitive outcomes (6% higher yield)
-Blending Methods shows greater yield |
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Definition
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Term
-Large efforts on cognitive and skill outcome
-small to medium on transfer |
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Definition
| Is Behavior Modeling worth the effort? |
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Term
| Simulations are more effective than role plays for increasing response accuracy and decreasing call duration |
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Definition
| Simulation verses Role-Play |
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Term
Compared to comparison groups:
20% higher yield for self efficacy
11% higher yield for declarative knowledge
14% higher yield for procedural knowledge
Dependent on (Content actively conveyed, access to games unlimited, & gave was a supplement to other methods) |
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Definition
| Are game based training modules effective? |
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Term
| Yes - affective, behavioral, and cognitive |
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Definition
| Does team training really work? |
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Term
1)Identify type of learning outcome that you want training to influence
2)Consider extent to which the learning method facilitates learning & transfer of training
3)Evaluate costs related to development & use of the method
4)Consider the effectiveness of the training method |
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Definition
| How to choose a training Method? |
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Term
1) Reinforcement
2) Social Learning
3) Expectancy
4) Goal
5) Information processing
6) self Regulation |
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Definition
| What are the 6 social learning theories? |
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Term
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Definition
| Learning is strengthened or weakened by the consequences that follow it |
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Term
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Definition
| People learn by observing others whom they believe are credible and knowledgeable |
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Term
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Definition
| Learning best occurs when one believes it is possible to accomplish & is linked to outcomes that are valued |
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Term
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Definition
| Learning results from a person's conscious goals and goal related intentions |
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Term
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Definition
| Learning requires one to perceive, store, retrieve, & respond to information which is shaped by the environment |
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Term
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Definition
| Learning requires active and conscious attention, control, & monitoring one's progress (Success/failure) |
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Term
Money
Social recognition
Feedback |
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Definition
| What are the most import effects over re-inforcement (3) and in what order |
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Term
| Focus on improving performance verses identifying incompetence. |
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Definition
| Key to training is building self efficacy Focus on... |
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Term
Specific
Measuralbe
Attainable
Relevant
Time Bound |
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Definition
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Term
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Definition
| Refer to purpose and expected outcomes of training |
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Term
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Definition
| What the employee is expected to do |
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Term
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Definition
| Quality or level that is acceptable |
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Term
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Definition
| Context under which performance will occur |
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Term
Situation characteristics
Individual preferences |
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Definition
| Goal Orientations are reflected in 2 types of characteristics: |
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Term
1)Mastery Goals
2)Performance |
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Definition
| Situation Goals can be oriented in 2 types of broad goals |
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Term
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Definition
| emphasis on learning for the sake of learning; mastering the task at hand according to self set standards |
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Term
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Definition
| emphasis on demonstrating competence or ability; judged relative to others |
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Term
LGO- Learning Goal Orientation- desire to learn for sake of mastery
Performance Prove-desire to prove one's competence relative to others
Performance Avoid desire to avoid situations that might expose lack of competence relative to others |
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Definition
| 3 General Goal Orientations |
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Term
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Definition
| Type of memory where interesting features receive more attention and activating a known pattern receives more focus |
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Term
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Definition
| Type of memory: Organization: part/whole, sequential, chucking, repetition |
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Term
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Definition
| Type of memory where elaboration: mental picture, rhyming mnemonics. Distributed practice: spaced speed, fluency building |
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Term
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Definition
| Thinking about the way one thinks |
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Term
1)Self reflection
2)Self monitoring
3)Self evaluation
4)Self reaction |
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Definition
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Term
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Definition
| Refers to trainees effectively and continually applying what they learned to their jobs |
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Term
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Definition
| Transfer to a slightly different situation |
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Term
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Definition
| Transfer to new situations that are closely related |
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Term
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Definition
| transfer to situations that are quite different |
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Term
1)Trainee Characteristics
2)Training Design
3)Work Environment |
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Definition
| Major Factors affecting transfer (3) |
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Term
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Definition
| Assumes errors are natural by-products of learning and reveal areas for improvement |
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Term
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Definition
| little guidance, independently exploring errors |
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Term
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Definition
| instructions that positively frame errors and encourage errors during training |
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Term
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Definition
| Error management has ___ effects on learning. Especially for ____ |
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Term
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Definition
| training individuals to control certain aspects of decision making and behavior (Personal accountability) |
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Term
1) Determine degree of support & negative consequences in the work setting for using newly acquired skill
2)Setting performance goals for using new skills on the job
3)applying newly learned skills to the job
4)Monitoring use of newly learned skills on job
5)Self reinforcement of correct and continual use of newly learned skills |
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Definition
| Training Programs should require these 5 Steps for Self Management |
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Term
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Definition
| Assessing and understanding the benefits for organizations and individuals |
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Term
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Definition
| Process of Collecting data for determining effects |
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Term
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Definition
| Measures (metrics) used to evaluate training programs |
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Term
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Definition
| Who, what, when, and how of data collection (ex: procedures) |
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Term
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Definition
Conducted to improve the overall training process and/or delivery
Program/process focus |
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Term
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Definition
Conducted to assess the extent trainees have changed due to training
Content/Outcome Focus |
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Term
Reactions
Learning
Behavior
Results |
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Definition
| What is Kirkpatrick's 4 levels criteria |
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Term
Relevant
Applicable
Reliable
Explanatory |
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Definition
| Good training Criteria are ....(4) |
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Term
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Definition
| the extent to which training programs are related to learned capabilities emphasized in the training program |
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Term
Criterion Contamination
Criterion Deficiency |
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Definition
| What are the 2 facets of relevance? |
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Term
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Definition
| Criteria are actually measured in evaluation |
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Term
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Definition
| Outcomes from TNA; training objectives |
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Term
Applicability- refers to ease with which the outcome masures can be collected and used
Reliability- degree to which outcomes can be measured consistently over time
Explanatory (discrimination) degree to which trainee's performance on the outcome actually reflects true learning differences |
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Definition
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Term
1) Primarily driven by learning environment (vs learning itself)
2)Positively related to changes in affective learning (motivation/self efficacy) less so to cognitive learning
3)No differences between affective type & utility type reactions
4)Links between reactions & outcomes are stronger when training more utlized technology |
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Definition
| Do Reactions really matter? |
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Term
1) People who are unskilled tend to over-rate because they are not skilled enough to rate themselves properly
2)Self rating after an assessment improves accuracy
3)Don't ask people if they gained knowledge, you only get feelings |
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Definition
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Term
1)Pre-tests and post-tests
2)Use of comparison and control groups
3)Random assignment to interventions |
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Definition
| When controlling for Validity use these 3 things: |
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Term
1)Change potential (Can the program be modified?)
2)Change Importance (Whats the impact of ineffective training?)
3)Scale of effort (How many trainees, location?)
4)Purpose of effort (What are the desired outcomes?)
5) Organization Culture (Is learning and assessment the norm?
6) Expertise (Can we perform a complex study?)
7) Resources (how much time and money?)
8) Time frame (How quickly do we need the evidence? |
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Definition
| What are 8 organizational constraints? |
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