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72 Cards in this Set
- Front
- Back
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HIGH LEVERAGE TRAINING
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-linked to strategic business goals
-compares or benchmarks company training program to other programs used in companies -conditions encourage continuous learning |
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CONTINUOUS LEARNING
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-employees must understand the entire work system
-acquire new skills and knowledge, apply them on the job and share knowledge with other employees -managers take active part in helping employees meet training needs/goals |
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ADDIE MODEL
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-method of ISD
1. analysis 2. design 3. development 4. implementation 5. evaluation consider -needs analysis -employee readiness for training -developing a learning environment -monitoring and evaluating the program |
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3 GENERAL ASSUMPTIONS OF ISD/ADDIE MODEL
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1. training is only effective if helps employees reach learning goals
2. must identify measurable learning objectives BEFORE training program starts 3. evaluation plays MAJOR part in planning and choosing training program |
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FACTORS INFLUENCING WORK AND LEARNING
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-technology
-globalization -increased value on intanglible assets -attracting/retaining talent -changing workforce demographics -economic cycles |
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SKILLS TO MANAGE CHANGING WORKFORCE DEMOGRAPHICS
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-effective communication with range of backgrounds
-ability to coach/train/develop range of employees -create inclusive work environments -ALL REVOLVE AROUND INCLUSION |
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BUSINESS STRATEGY & TRAINING IMPACTS....
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1. amount of training devoted to certain skilss
2. who training is for 3. who is allowed to partake in training 4. when/how often training is offered 5. how important training is viewed |
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CONCENTRATION STRATEGY
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-concentrate on customized or specialty product
-training needs include: developing current employees, keeping skilss up to date |
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INTERNAL GROWTH STRATEGY
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-focuses on new products, innovation and development
-training needs include: management training, conflict resolution, communication skills |
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EXTERNAL GROWTH STRATEGY
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-exanding into new markets
-must integrate and restructure training programs -focus on team building, developing company policies after acquisition |
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DISINVESTMENT STRATEGY
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-liquidation
-focusing on other products/services -provide job search skills for employees and motivation for surviving employees |
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CENTRALIZED TRAINING
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-training housed in one location
-decisions about training made from that department |
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FACULTY MODEL
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-training department headed by director
-staff of experts with specialized knowledge or skill set |
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CUSTOMER MODEL
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-responsible for one division of company
-programs developed more in line with needs of that particular group |
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MATRIX MODEL
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-trainer reports to both manager of training and manager of department (training and functional expert)
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CORPORATE UNIVERSITY MODEL
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-centralized training
-includes managers, employees and other stakeholders -ensure best practices across the company |
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BUSINESS EMBEDDED MODEL
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-views managers, trainees and senior-level managers as customers
-trainers work together to ensure learning occurs -most frequently used -blend of what the company wants and what the client needs |
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NEEDS ANALYSIS
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-determining learning needs and opportunities
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3 LEVELS OF NEEDS ANALYSIS
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1. organizational: does training support company biz strategy
2. person analysis: identifies which ppl need training and their readiness for training; if ppl have the basic skills and competencies already, then training is not appropriate option 3. task: identifies important tasks performed and the KSA necessary to perform them *feedback is key; if KSAs there but no feedback then training is not best option |
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ORGANIZATION ANALYSIS
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looks @
1. company's biz strategy 2. support of managers and peers 3. availability of training resources |
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PERSON ANALYSIS
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looks @
1. who needs training 2. readiness for training 3. motivation to learn 4. personal characterisitcs 5. Input (instructions for performance) 6. output (job performance) 7. feedback |
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COMPETENCY MODEL
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-identifies competencies necessary for job performance; identifies training needs by comparing current competencies to those required by the job
-useful in that they 1. identify whats needed for effective job performance 2. determine skills necessary for today and future needs 3. determine what needs are necessary for specific career points 4. develop employees for future needs 5. identify candiditates for managerial positions Good for development; good because they allow EVERYONE to recognize and understand the competencies/chunks necessary for a specific job |
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DEFINITION OF LEARNING
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permanent change in human capabilities
-learning outcomes include 1. verbal info 2. intellectual skills 3. attitudes 4. motor skills 5. cognitive strategies |
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REINFORCEMENT THEORY
(LEARNING THEORY) |
-ppl motivated to perform or avoid behavior based on past outcomes
-rewarding ppl for attending training/compliance training |
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SOCIAL LEARNING THEORY (LEARNING THEORY)
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-ppl learn beheavior by observing the behavior of others and trying to emulate that behavior
-training through the modeling of behaviors -role models attending training -participative aspect to training |
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GOAL SETTING THEORY
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-behavior results from conscious goals and intentions
-goals influence behavior; eventually perons develops strategies for goal attainment -focus on learning goals (increase ability or competence) or performance goals (focus on performance and how they compare with others) -setting specific goals to achieve through training |
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NEED THEORY
(LEARNING THEORY) |
-needs motivate ppl to behave in certain ways to satisfy those needs
-focus on resolving lower lvl needs and progress to higher lvl needs |
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EXPECTANCY THEORY
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behavior based on
1. expectance (Performance) 2. instrumentality (Performing Well) 3. Valence (importance of performance) -putting forth efforts now will lead to successful performance later, and how important is that successful performance -or if i attend this training i will get a raise |
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ADULT LEARNING THEORY )LEARNING THEORY)
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adult learners
1. need to know WHY they are learning something 2. bring a problem-centered approach to learning 3. must be self directed 4. bring work related experiences with them 5. motivated by both intrinsic/extrinsic reward |
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INFORMATION PROCESSING
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-information goes through serveral transformations in the brain
-info is recieved, registered, stored in short term, converted to long term, organized and retrieved |
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THE LEARNING PROCESS
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1. expectancy (mental state)
2. perception (organize info from environment) 3. working storage (practice and coding for memory) 4. semantic encoding (coding process) 5. retrieval 6. generalizing (adapt learning to similar environments) 7. gratifying (feedback) |
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IMPLICATIONS OF LEARNING PROCESS FOR INSTRUCTION
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1. employees need to know what they should learn
2. employees need to learning meaningful content 3. need opportunities to practice 4. committ training to memory 5. need feedback 6. learn through observation, experience and interaction |
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TRANSFER OF TRAINING
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-putting learning to practice
-how trainees effectively applie what they have learned in training on their jobs |
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THEORY OF IDENTICAL ELEMENTS
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-extent to which what is being learned in training is identical to what will be done on the job
-theory falls short when environments can't be similar |
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-COGNITIVE THEORY OF TRANSFER
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-extent to which trainees are able to retrieve learned capabilities and apply them to their jobs
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SELF-MANAGEMENT STRATEGIES
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-ways for ppl to control certain aspects of their decision making and behaviors
-helps to maximaze transfer of training |
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CLIMATES OF TRANSFER
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-perception that a work enviornment will foster or stifle the use of new K,S, B
-should have 1. manager support: more support, more likely training transfer will happen 2. peer support: enhances the liklihood of transfer through a support network |
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LEARNING ORGANIZATIONS
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-system that has the increased capacity to learn adapt and change
-encourages continuous learning, knowledge generation and sharing, rewards learning, etc |
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REASONS TO EVALUATE TRAINING
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1. identify program strength and weakness
2. asses if content/organization contributes to learning 3. who will benefit most/least from training 4. aids with marketing of program 5. determine the ROI 6. costs and benefits in comparison to other programs |
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NIDDE
(TRAINING PROGRAM EVALUATION PROCESS) |
1. NEEDS ANALYSIS: identify KSAO that need to be learned
2. IDENTIFY TRAINING OUTCOMES 3. DEVELOP MEASUREABLE OUTCOMES (based on learning objective) 4. DETERMINE EVALUATION STRATEGY 5. EXECUTE THE PLAN (preview the program) |
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HIERARCHY OF TRAINING OUTCOMES
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1. reactions: perceptions of program
2. learning/cognitive outcomes (familiarity of principles, facts, etc) 3. behavior and skilss (technical or motor skills and behaviors) 3. affective outcomes (attitudes and motivations) 5 results (training program's payoff from the company) 6. ROI (company's return on investment) |
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THREATS TO VALIDITY
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-beware of threats to the validity of program design (factors that question the believeablity of study results)
METHODS OF CONTROLING FOR THREATS TO VALIDITY INCLUDE: -pre test -pre/post test -pre/post with comparison group -time series (collecting outcomes periodically) -solomon four group (pre/post test, ALONG WITH post training group only) |
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CONSIDERATION IN CHOOSING EVALUATION DESIGN
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1. change potential importance
2. scale (how many trainees involved) 3. purpose of training (is this for learning, results, or both) 4. organizational culture 5. expertise & costs (ROI) 6. time frame (when is info needed) |
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LECTURE (PRESENTATION TRAINING METHOD)
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-trainer verbally communicated material
-cheap, supports other forms of training -lacks trainee involvement, doesn't allow for feedback |
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AUDIOVISUAL (PRESENTATION TRAINING METHOD)
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-uses overheads, powerpoints, slides, etc
-flexible, can be used repeatedly; can record trainee behavior and review it later -use can overpower learning of material, may include too much material for trainee to absorb |
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ON THE JOB TRAINING (HANDS ON METHOD OF TRAINING)
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-learning occurs through observation of peers or managers, attempt to emulate their behavior
-cheap, takes little time -usually is unstructured |
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GROUP BUILDING TRAINING METHODS
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-designed to improve team or group effectiveness
-involve experiential learning |
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ADVENTURE LEARNING (GROUP BUILDING TRAINING METHOD)
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-outdoor training
-develops teamwork, leadership skills, self awareness and problem solving |
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ACTION LEARNING (GROUP BUILDING TRAINING METHOD)
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-provides teams with actual problems to work on
-solve with action plan which they are help accountable for carrying out |
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TYPES OF LEARNING ENVIORNMENTS
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-classroom
-technological learning envioronment -blended learning envioronment |
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MULTIMEDIA TRAINING
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combines audiovisual with computer based training
-self-paced -interactive -provides feedback -hard to update -expensive |
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COMPUTER BASED TRAINING
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-computer provides learning stimulus
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ADVANTAGES OF E-LEARNING
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-supports company business strategy
-accessible at any time/any place -link learners to other content -eliminates paperwork -allows for endless practice -gives feedback -easy to update |
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EMPLOYEE DEVELOPMENT
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voluntary learning not tied directly to employee's current job (more future oriented)
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ANALYZING EMPLOYEE DEVELOPMENT
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-assessments (identify those with managerial potential)
-assessment centers (use in-baskets, leaderless group discussion, etc to identify managerial characteristics) -benchmarks: instrument designed to measure important factors of being a successful manager -performance appraisal -job experiences |
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DEVELOPMENT PLANNING PROCESS
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1. identify employees needs
2. choose goals 3. identify actions to achieve those goals 4. determine how to know if those goals were/were not met 5. set timeline for meeting goals |
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WHAT ARE SOME LEGAL ISSUES THAT OCCUR IN T&D?
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DURING TRAINING INCLUDES:
1. injuries 2. ensure employee competence after training 3. using copyrighted material 4. failing to provide accurate training 5. failing to provide quality training 6. excluding certain people from training 7. covering individuals with disabilities 8. ensureing confidentiality 9. mandating attendance may be an issue |
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WHAT ARE SOME CULTURAL DIFFERENCES THAT IMPACT T&D?
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-consider individual v collectivist societies
-uncertainty avoidance (preference of structured v unstructured situations) -masuculinity v feminity -power distance -time orientation (focus on future v focus on past/present) |
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HOW DOES CROSS CULTURAL PREPERATION IMPACT T&D
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-EXPATRIATES: ppl who work in a country other than their country of origin
-HOST COUNTRY NATIONAL: ppl who have citizenship where they work -CROSS CULTURAL PREPARATION: getting employees and families prepared for international move |
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HOW DO YOU PREPARE EMPLOYEES AND FAMILY FOR CROSS CULTURAL MOVE?
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-PRE-DEPARTURE: train ppl in language, customs, etc
-ON-SITE: continuing education once the family has arrived and settled in -REPATRIATION: preparations to return hom; provide newsletters and other updates |
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WHAT IS CAREER MANAGEMENT?
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-process where employee becomes aware of their own interests, values, strengths and weaknessess
-get info on job opportunities within their company -identify career goals -establish an action plan to reach career goals |
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CAREER MANAGEMENT IS MADE UP OF WHAT THREE THINGS?
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1. CAREER RESILIENCE: employee ability to cope with work issues
2. CAREER INSIGHT: degree to which employees know about their strengths/weaknessess and interests -CAREER IDENTITY: how employee defines personal values according to their work |
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WHY IS CAREER MANAGEMENT IMPORTANT?
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-from COMPANY perspective, failure to motivate employees results in
1. shortage of employees for available positions 2. low employee committment 3. inappropriate use of funds for T&D from the EMPLOYEE perspective, lack of career management results in 1. frustration 2. feeling of not being valued 3. inability to find employement |
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WHAT ARE THE 4 MEANINGS OF "CAREER"
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-an advancement
-a profession -a lifelong sequence of jobs -a lifelong sequence of role-related experiences |
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WJAT IS THE DIFFERENCE BETWEEN A TRADITIONAL CAREER AND A PROTRAN CAREER?
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-a PROTEAN career is based on self-direction with the goal of obtaining psychological success at work
-important difference is the employee need for MOTIVATION to LEARN rather than just having knowledge for knowledge sake |
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WHAT ARE THE DIFFERENCES IN GENERATIONS AND THEIR CAREER NEEDS?
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-GEN X: experienced and confident with new technology
-Millenials: understand the need for training to remain employable -TRADITIONALISTS: want their experience to be valued |
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WHAT ARE THE MODELS OF CAREER DEVELOPMENT?
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1. LIFE CYCLE MODEL: employees face certain developmental tasks throughout career, move through distinct career stages
2. ORGANIZATION-BASED MODEL: employee moves through stages, but career development involves learning to perform certain activities 3. DIRECTIONAL PATTERN MODEL: employees make decision regarding pace of progression through career stages |
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WHAT ARE THE FIVE STAGES OF CAREER DEVELOPMENT?
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1. exploration: identify type of work that your interested in (usually apprentice work)
2. establishment: finding your niche, making contributions (considered more of a colleague) 3. maintenance stage: keeping skills upto date, have lots of knowledge and experience (looked at as a mentor) 4. disengagement: starting the change from work to non-work life (looked at as a sponsor) |
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WHAT IS THE EMPLOYEES ROLE IN CAREER MANAGEMENT?
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-take responsibility of career planning, thus increase value to their current employeers
-should ask for feedback, identify what career stage they are in, seek challenges and make self visible to the company with good performance |
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WHAT IS THE MANAGER'S ROLE IN CAREER MANAGEMENT?
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-manager should make self accessible as a
1. coach (listen, clarify) 2. appraiser (give feedback) 3. advisor (help with goal setting) 4. referral agent (serve as link to career management resources) |
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WHAT IS THE ROLE OF HRM IN CAREER MANAGEMENT?
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-provide info and advice for career development opportunities
-provide specilized services for job search, counseling, and testing |
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WHAT IS THE COMPANY'S ROLE IN CAREER MANAGEMENT?
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-provide the necessary tools for employees to be successful
-set up career planning workshops, career counseling, help with developing career paths, etc |
