I/o Psych Test 2 - Chapter 7

Front 1

cognitive outcome of training

Back 1

type of learning outcome that includes declarative knowledge, knowledge of rule, facts, and principals

Front 2

skill-based outcome of training

Back 2

type of learning outcome that concerns the development of motor or technical skills

Front 3

affective outcome of training

Back 3

type of learning outcome that includes attitudes or beliefs that predispose a person to behave in a certain

Front 4

assessment of training needs process

Back 4

1. organizational analysis: examines company goals and problems to determine the type of training needed
2. task analysis: examines tasks performed and KSAOs required to determine what employees need to do to perform successfully
3. person analysis: examines knowledge, skills, and current performance to determine who needs training

Front 5

on job training

Back 5

involves assigning trainees to jobs and encouraging them to observe and learn from more experienced employeees

Front 6

job rotation

Back 6

moving employees to various depts. or areas of the company, or to various jobs within a single department; helps worker to develop a wide range of skills; often used for high-potential employees to prepare them for upper positions or for new workers to determine where they would most like to be

Front 7

trainee readiness

Back 7

refers to whether employees have the personal characteristics necessary to acquire knowledge from a training program ad apply

Front 8

"g" and training

Back 8

general mental ability; can help in putting employees in different training groups

Front 9

performance orientation

Back 9

people who are performance oriented are concerned about doing well in training and getting positive evaluation; percieve abilities as fixed and are usually not open to learning situations where error and mistakes are encouraged; they try to perform as best as possible at tasks, which can get in the way of learning; sensitive to feedback

Front 10

mastery orientation

Back 10

people are mastery oriented are concerned with increasing competence for the task at hand and see errors as part of learning; flexible and adaptable in learning situations -- a basic dimension of general motivation

Front 11

characteristics that influence training readiness

Back 11

"g"
goal orientation
- performance orientation
- mastery orientation
experience level

Front 12

experience level

Back 12

less experienced trainees benefit more from longer and more structured programs; more experienced trainees benefit more from shorter and less structured training programs

Front 13

programmed instruction (PI)

Back 13

trainees are given instructional materials in written or computer-based forms that positively reinforce them as they move through the material at their own pace; faster method
- linear programming: all trainees go through the same material
- branching programming: customized approach that gives each learner extra practice with materials they had difficulties with

Front 14

computer based training

Back 14

text, graphics, and animation presented via computer for the purpose of teaching job-relevant knowledge and skills; offers trainees more control; however, this can lead to trainees skip practice parts or get off task

Front 15

intelligent tutoring systems

Back 15

computer system that provides direct, customized instruction or feedback to students without human interaction -- artificial intellegence; learning can be faster; sometimes is better than classroom assistance

Front 16

3 principles that influence training outcomes

Back 16

1. practice and overloading: with practice, a task can be mastered and completed with limited intellegence
2. whole vs. part learning:
- whole learning: entire task is practiced at once
- part learning: subtasks are practiced seperately and later combined
3. mass vs. distributed practive
- massed: person practices a task continuously without rest
- disturbed: provides person with rest intervals that are spaced over a long period

Front 17

transfer of training

Back 17

degree to which trainees apply knowledge, skills, and attitudes from training to their jobs
characteristics: early socialization about training, constant learning culture, peer and supervisor support, opportunities to use capabilities, access to resources necessary for transfer of training, good working conditions, regular feedback and reinforcement

Front 18

coaching vs. informal training

Back 18

coaching: practical, goal-focused form of personal, one-on-one learning for busy workers; flexible approach; individualized; fast process

informal training: occurs outside formal training; ex: specific job assignments, experiences, activities outside of work

Front 19

Kirkpatrick's criteria for analyzing training

Back 19

1. reaction: affective reactions, utility judgement
2. learning: immediate knowledge and retention, skill demonstration
3. behavior
4. results

Front 20

steps to follow to evaluate effectiveness of program

Back 20

pick a design
use random assignement
use a control group
use pre- and post-training tests