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PHR > Chapter 6 - Learning and Development > Flashcards

Chapter 6 - Learning and Development Flashcards

1
Q

core value functions of the HR department. The process of training provides skills and abilities, plus knowledge that is focused on a specific outcome

A

training and development

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2
Q

In this first phase, data is received and collected to identify where there may be lack of productivity or gaps in desired performance. Individually or within groups, this assessment will point the way to what specific knowledge, skills, and abilities are lacking and the need to be addressed for training and development objectives.

A

analyze

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3
Q

The initial information from the assessment phase is decided upon for course content, delivery methods, and tactics for delivery. The result is an outline of what the training design will be and the order of presentation.

A

design

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4
Q

The pencil meets the paper in this phase, and the actual training materials and coursework are created. Courses and training materials may already be available off the shelf, or a customized or modified creation may occur

A

development

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5
Q

In this phase, the training program is delivered to the trainees. A pilot training program might first occur to work out any kinks and revise certain material if needed. Participant selection and scheduling occur during this phase and the where, when, and whom to deliver occur in this phase, too.

A

implementation

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6
Q

Just as the label indicates, the end results and outcomes of the training require an evaluation—both from the participants trained and from the learning objectives measured. The evaluation phase will typically last some months after the training to measure the changes and performance indicators for sustained results.

A

evaluation

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7
Q

is a process in which HR identifies the training needs and identifies the specific training designed to help the intended trainees meet the organization’s objectives

A

needs assessment

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8
Q

the technique of breaking up content into shorter, bite-size pieces that are more manageable and easier to remember

A

content chunking

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9
Q

brief statements that define what will be expected to be learned

A

learning objectives

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10
Q

a diagram of the steps involved in a process

A

process-flow analysis

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11
Q

the process whereby people acquire skills, knowledge or capabilities to perform jobs

A

training

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12
Q

ADDIE

A

analysis, design, development, implementation, evaluation

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13
Q

concerned with the readiness to learn and its associated motivation

A

trainability

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14
Q

the study of how adults learn, and it is based on five assumptions about learning in adults as compared to children

A

andragogy

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15
Q

Their concept of self moves toward self-direction and self-sufficiency.

A

self-concept

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16
Q

They accumulate more experience that can be tucked away and accessed in learning situations.

A

experience

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17
Q

They adjust to a readiness state for learning because of the developmental requirements associated with developmental needs that correlate to the stage of life and the social roles they live (for example, parent, homeowner

A

readiness to learn

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18
Q

They shift from subject-focused to problem-focused learning that has immediate applicability.

A

orientation to learning

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19
Q

Motivation for learning comes from an internal source within rather than external.

A

motivation to learn

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20
Q

tend to benefit most from a lecture style

A

auditory learners

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21
Q

rely upon a “seeing” presentation style

A

visual learner

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22
Q

are also called tactile learners. They learn via a hands-on approach and prefer to explore the physical aspects of learning

A

Kinesthetic learners

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23
Q

graphical representation of the increase of learning (vertical axis) with experience (horizontal axis)

A

learning curve

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24
Q

simulation of a real-world problem that demands some application of skills or knowledge to resolve problems or issues

A

case studies

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25
Q

the refining of knowledge by adding new information thereby expanding prior knowledge

A

cognitive learning

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26
Q

Small group working on solving a problem or completing a task

A

cooperative learning

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27
Q

Small group working on solving a problem or completing a task

A

discussion

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28
Q

Using prior knowledge and experience to discover new things

A

discovery

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29
Q

Diagrams, maps, and webs as illustrations of material.

A

graphic organizers

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30
Q

Recordings of reflections and ideas.

A

journals/blogs

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31
Q

Structured table showing columns with what participants know (K), what they want to know (W), and what they learned in the end (L).

A

K-W-L

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32
Q

Independent or small group work aimed at completing a task.

A

learning centers

33
Q

Solving problems through action or performance.

A

role play

34
Q

Teacher modeling skills and thinking for participants, allowing participants to take over those expressions based on the initial structure provided by the teacher.

A

scaffolding

35
Q

The teacher provides a problem where inquiry must be utilized to reach a solution.

A

problem based learning

36
Q

The teacher provides a problem where inquiry must be utilized to reach a solution.

A

simulations

37
Q

Use of multimedia technology (for example, PowerPoint) to present interactive opportunities involving any subject.

A

storytelling

38
Q

broadening the scope of a job by expanding the number of tasks

A

job enlargement

39
Q

increasing the depth of a job by adding responsibilities

A

job enrichment

40
Q

a type of learning curve in which learning is fast at first but then flattens out

A

plateau curve

41
Q

is an effort (1) planned, (2) organization-wide, and (3) managed from the top, to (4) increase organization effectiveness and health through (5) planned interventions in the organization’s “processes,” using behavioral-science knowledge

A

organizational development

42
Q

Connects personal and organizational learning, merging an individual’s personal vision with their current reality. Commitments happen between the organization and the individual.

A

personal mastery

43
Q

Ingrained assumptions that influence how individuals understand their reality and what actions they take.

A

mental models

44
Q

Develops a projection of the future that is shared and creates a genuine commitment on all individuals involved.

A

building shared vision

45
Q

Aligns the shared vision of a group and develops their capacities to produce the results the team desires

A

team learning

46
Q

A framework for seeing patterns and how things interrelate and how to change things.

A

systems thinking

47
Q

measurable or observable knowledge, skills, abilities and behaviors critical to successful job performance

A

competencies

48
Q

organization that adapts to changes

A

learning organization

49
Q

a management system for achieving customer satisfaction using quantitative methods to improve processes

A

total quality management

50
Q

a leadership style that motivates employees by inspiring them

A

transformational leadership

51
Q

a system that enables a person to advance up either the management ladder or the technical career development ladder in an organization

A

dual ladder

52
Q

a process involving individuals expanding their knowledge, skills and abilities as they progress through their careers

A

career development

53
Q

planning, preparing and implementing employee career paths

A

career management

54
Q

activities and actions that individuals follow for a direction specific career path

A

career planning

55
Q

a group of people from different functions working together to generate production or problem resolution

A

cross-functional work team

56
Q

a career development program that identifies high potential leaders for rapid career growth and organizational knowledge

A

fast track program

57
Q

a group of people from the same function working together to generate or resolve problems

A

functional work team

58
Q

a discriminatory practice that has prevented women and other protected class members from advancing to executive level jobs

A

glass ceiling

59
Q

a group of people with specific talent or experience brought together to resolve a problem or accomplish some other organizational goal

A

project team

60
Q

measurement of the quantity of employees remaining with the employer over a given period of time

A

retention

61
Q

the management and integration of all HR activities and processes that align with the organization’s goals and needs

A

talent management

62
Q

Behaviorally anchored rating scales used to rate job performance

A

BARS

63
Q

used to describe the mathematical concept called normal distribution

A

bell curve

64
Q

a unique capability that is essential or fundamental to a particular job

A

core competency

65
Q

the ability to judge

A

evaluation

66
Q

an evaluation method in which the evaluator selects two of four statements that represent “most like” and “least like”

A

forced chocie

67
Q

occurs when an evaluator scores an employee high on all job categories because of performance in one area

A

halo effect

68
Q

occurs when an employee receives a low rating in all areas because of one weakness influencing the evaluator

A

horn effect

69
Q

occurs when ratings of all employees fall at the high end of the range

A

leniency errors

70
Q

a method of performance appraisal that specifies the specific performance goals that the employee and manager identify

A

management by objectives

71
Q

a process of evaluating how employees perform in their jobs

A

performance appraisal

72
Q

the process used to identify, measure, communicate, develop and reward employee performance

A

performance management

73
Q

indicators of what a job is to accomplish and how it is to be performed

A

performance standards

74
Q

occurs when an evaluator gives greater weight to recent events of performance

A

recency error

75
Q

assessment of a result using opinion or perception

A

subjective measurement

76
Q

process requires that during the review period supervisors make notes of successful and unsuccessful performance issues for each employee.

A

critical incident review

77
Q

requires the reviewer to write a short description of each employee’s performance during the year.

A

essay review

78
Q

may be conducted by someone other than the supervisor. This can be an HR practitioner or someone from outside the organization.

A

field review appraisal

PHR (5 decks)

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