400 Final!

Front 1

Action Learning:

Back 1

Training in which teams get an actual problem, work on solving it and commit to an action plan, and are accountable for carrying it out

Front 2

Experiential Programs

Back 2

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

Front 3

Instructional Design

Back 3

A process of systematically developing training to meet specified needs.

Front 4

Needs Assessment

Back 4

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

Front 5

On-The-Job Training (OJT

Back 5

Training methods in which a person with job experience and skill guides trainees in practicing job skills at the workplace.

Front 6

Organization Analysis

Back 6

: A process for determining the appropriateness of training by evaluating the characteristics of the organization.

Front 7

Person Analysis

Back 7

A process of determining individuals’ needs and readiness for training.

Front 8

Readiness for Training

Back 8

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

Front 9

Simulation

Back 9

A training method that represents a real-life situation, with trainees making decisions resulting in outcomes that mirror what would happen on the job

Front 10

Task Analysis

Back 10

The process of identifying and analyzing tasks to be trained for.

Front 11

Training

Back 11

An organizations planned efforts to help employees acquire job-related knowledge, skills, abilities, and behaviors, with the goal of applying these on the job.

Front 12

Transfer of Training

Back 12

On-the-job use of knowledge, skills, and behaviors learned in training.

Front 13

Assessment

Back 13

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

Front 14

Assessment Center

Back 14

An assessment process in which multiple raters or evaluators (assessors) evaluate employees’ performance on a number of exercises, usually as they work in a group at an off-site location.

Front 15

Benchmarks:

Back 15

A measurement tool that gathers ratings of a manager’s use of skills associated with success in managing.

Front 16

Coach

Back 16

A peer of manager who works with an employee to motivate the employee, help him or her develop skills, and provide reinforcement and feedback

Front 17

Downward Move

Back 17

Assignment of an employee to a position with less responsibility and authority

Front 18

Externship

Back 18

Employee development through a full-time temporary position at another organization

Front 19

Mentor

Back 19

An experienced, productive senior employee who helps develop a less-experienced employee

Front 20

Promotion:

Back 20

Assignment of an employee to a position with greater challenges, more responsibility, and more authority than in the previous job, usually accompanied by a pay increase

Front 21

Feedback

Back 21

Information employers give employees about their skills and knowledge and where these assets fit into the organizations plans.

Front 22

Sabbatical:

Back 22

A leave of absence from an organizations to renew or develop skills.

Front 23

Self-Assessment:

Back 23

The use of information by employees to determine their career interest, values, aptitudes, behavioral tendencies, and development needs

Front 24

Succession Planning:

Back 24

The process of identifying and tracking high-potential employees who will be able to fill top management positions when they become vacant.

Front 25

Transfer:

Back 25

Assignment of an employee to a position in a different area of the company, usually in a lateral move.

Front 26

Stages of Instructional Design:

Back 26

-assess needs for training
-ensure readiness for training
-plan training program
-objectives
-trainers
-methods
-implement training program
-evaluate results of training

Front 27

Needs Assessment:

Back 27

-organization: what is the context in which training will occur?
-person: who needs training?
-task: what subjects should the training cover?

Front 28

Readiness for Training:

Back 28

the necessary employee characteristics include ability to learn the subject matter, favorable attitudes toward the training, and motivation to learn.

Front 29

Planning the Training Program:

Back 29

planning begins with establishing objectives for the training program. based on those 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.

Front 30

Training Methods:

Back 30

instructor-led classroom
blended (combination methods)
online or computer-based
virtual classroom/webcast
social network or mobile

Front 31

Implementing the Training Program:

Back 31

employees are most likely to learn when training is linked to their current job experiences and tasks. training sessions should present material using familiar concepts, terms, and examples. the training context should mirror the work environment. to fully understand and remember the content of the training, employees need a chance to demonstrate and practice what they have learned.

Front 32

Measuring Results of Training:

Back 32

-trainee satisfaction with the program
-knowledge or abilities gained
-use of new skills and behavior on the job (transfer of training)
-improvements in individual and organizational performance

Front 33

Four Approaches to Employee Development

Back 33

:
-formal education
-assessment
-job experiences
-interpersonal relationships

Front 34

Systems for Career Management:

Back 34

-date gathering
-feedback
-goal setting
-action planning and follow-up

Front 35

Development-Related Challenges:

Back 35

-glass ceiling
-succession planning
-dysfunctional managers