Training And Development Test 1

Front 1

Importance of active participation in learning: “

Back 1

“I hear, I know. I see, I remember. I do, I understand.”

Front 2

Basic concepts about adult learning:

Back 2

problem-centered, relevant to work, respect and ego, etc.

Front 3

• Problem-centered:

Back 3

they will want to learn from you if they see what they learn from you will help them solve a work problem

Front 4

• Relevant to work:

Back 4

adults want you to help them understand how to apply what you are teaching them to their jobs

Front 5

• Respect

Back 5

trainees expect you acknowledge what they already know about a topic, and that your workshop will build on what they already know

Front 6

• Self-esteem and Ego:

Back 6

carefully avoid putting anyone on the spot to answer your question or insisting that a person “volunteer” for a role play. Remember to protect their pride

Front 7

Importance of being well-organized:

Back 7

building on prior knowledge, positive and negative transfer

Front 8

• Positive Transfer:

Back 8

your job is to build on their prior knowledge, working from what they know and building to what they don’t know

Front 9

• Negative Transfer:

Back 9

sometimes prior knowledge sometimes conflicts with the new information they are learning in the workshop

Front 10

• Linear learning:

Back 10

clear relationship between points, give the big picture first and then specific points, move from the easier to the more difficult, start with the most important and then to the least important

Front 11

• Self-Directed Learning

Back 11

adults often prefer to read new material and perhaps talk to peers about what they are learning. They desire to control the pace of their own learning. They want to use the method that is the easiest and fastest way to learn

Front 12

Adult motives to learn

Back 12

What’s in it for me? WIFM

Front 13

• Typical adult motives to learn:

Back 13

o To become better informed and increase general knowledge
o Prepare for a new job or promotion that will increase income
o To be more efficient in carrying out tasks, improve skills, or to escape from routine
o Develop personality and improve interpersonal relationships
o Meet new and interesting people

Front 14

Big 5 personality traits and learning

Back 14

• Extraversions v. Introversion
• Neuroticism: negative emotional state, stressed
• Agreeableness: cares about what others think of him, wants to get along with and cares about others
• Conscientiousness: careful, organized, perseverance
• Openness to Experience: enjoys risk and innovation

Front 15

Nine events of instruction

Back 15

1. Gain attention
2. Identify learning goal and objectives
3. Stimulate recall of prior knowledge
4. Present material- lecture
5. Provide learning guidance
6. Elicit performance- exam review
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer to job performance

Front 16

• Behaviorist

Back 16

learning is a permanent change in behavior, your behavior demonstrates learning

Front 17

• Cognitive:

Back 17

learning is a permanent change in thinking, your ability to analyze, synthesize, and reorganize information in a new way demonstrates learning

Front 18

Resistance to learning
• Environmental Factors

Back 18

o Peer pressure and group norms
o Supervisor
o Climate for transfer of learning to workplace performance

Front 19

Resistance to learning
• Individual Factors

Back 19

o Cognitive Ability: goal setting, base KSA’s, valence, goals
o Anxiety- Fear of:
 Unknown
 Incompetence
 Lost rewards
 Lost influence
 Lost investments

Front 20

Impact of group dynamics

Back 20

Impact on individual group member behavior and motivation is significant and is one reason trainees might resist new learning
Groups have a tendency to reward the “norm” and punish people going outside of it
Can be good or bad

Front 21

Individual differences in learning
Self-Efficacy

Back 21

and how they value training (Valence)

Front 22

Individual differences in learning
Cognitive ability

Back 22

Refers to individual differences in information-processing capacity and the level of cognitive resources that a person can bring to bear on a problem.

Front 23

Individual differences in learning
Goal Setting

Back 23

Goal setting works differently for people with high and low ability

Should only be used on simpler tasks that can be mastered, or else goal setting is detrimental.

Front 24

Individual differences in learning
KSA base

Back 24

Significant differences in KSAs can create problems when developing a training guide

Recommended to design different trainings for people with vastly different KSAs.

Front 25

Individual differences in learning
Valences

Back 25

Acknowledging the value of the training, such as better pay or a promotion

Front 26

Individual differences in learning
Anxiety

Back 26

Fear of the training
Fear of the unknown
Fear of incompetence
Fear of losing rewards
Fear of lost influence
Fear of lost investments

Front 27

Individual differences in learning
Goal Orientation

Back 27

How motivated the trainee is to succeed at the training

Front 28

Motivating adults to learn

Back 28

• Make training relevant and valuable
• Insure readiness to learn:
o KSA’s and self-efficacy
• Provide trainee control of own learning
• Involve trainees in process

Front 29

• Theory

Back 29

an abstraction that allows us to make sense out of a large number of facts related to an issue

Front 30

• Performance Model:

Back 30

this model indicates that a person’s performance depends on the interaction of motivation, KSA’s, and environment

Front 31

• Cognitive Structure:

Back 31

thinking systems

Front 32

• Motivation:

Back 32

direction, persistence, and amount of effort expended by an individual to achieve a specified outcome

Front 33

• ERG Theory

Back 33

developed by Alderfer, three basic needs of the theory- existence, relatedness, and growth.

Front 34

ERG Theory
o Existence Needs

Back 34

correspond to Maslow’s lower-order physiological and security needs, immediate needs required to sustain life

Front 35

ERG Theory
o Relatedness Needs:

Back 35

reflect people’s need to be valued and accepted by others

Front 36

ERG Theory
o Growth Needs:

Back 36

include feelings of self-worth and competency and achieving our potential

Front 37

• Process Theories:

Back 37

describe how a person’s needs translate into action

Front 38

o Classical Conditioning:

Back 38

the association of a generalized response to some signal in the environment

Front 39

o Reinforcement Theory:

Back 39

behavior followed by satisfying experiences tends to be repeated, and behavior followed by annoyance or dissatisfaction tends to be avoided.

Front 40

 Operant Conditioning:

Back 40

a person is faced with an object or event in the environment (stimulus) and behaves in a certain way (response). That behavior results in an outcome (consequence) to the individual that is positive or negative.

Front 41

o Reinforcement Theory:
• Four types of consequences:

Back 41

positive reinforcement, negative reinforcement, punishment, and extinction

Front 42

Purposes of a needs assessment
TNA

Back 42

a systematic method for determining what caused employee performance to be less than what managers expect or require

Front 43

TNA

Back 43

• Determine if training can correct problem

• Increase ROI in training

• Determine benchmarks to evaluate effectiveness of training

• Increase participants’ learning motivation

• Align training with strategic plans

• Get buy-in from top management

Front 44

Her 4 reasons for a TNA:

Back 44

1. Depending on the company you work for, there may very well be no one but you who is either available to conduct a needs analysis, or no one else knows how to do it.
2. This is a great way to help your company, and get noticed as a person who is proactive and taking a leadership role in helping the company to succeed.
3. The employees who report to you will also benefit and become more loyal to you. Turnover decreases!
4. Best reason is to get buy-in from top management

Front 45

When, where, and how to conduct a TNA

• When:

Back 45

o Triggering event occurs- a small TNA should be done every time a trainer completes a learning objective in a workshop

Front 46

o Proactive TNA

Back 46

focus on future performance needs

Front 47

o Reactive TNA

Back 47

focus on current performance problem

Front 48

When, where, and how to conduct a TNA

• How:

Back 48

o Questionnaires
o Interviews
o Small group discussions

Front 49

Discrepancies in performance is

Back 49

the difference between Expected Performance and Actual Performance

This is called an Operational Performance Gap (OPG)

Front 50

Performance discrepancies

Back 50

Requires a Trigger event that lets you know there is a gap.


Conduct a TNA to find out if it’s a KSA deficiency or if there is a non training solution