Final Flashcards
1
Q
ADDIE
A
older model for approach to T&D
analysis
design
development
implementation
evaluation
2
Q
development
A
formal and planned efforts to help employees acquire the KSAs required to perform future job responsibilities and long-term achievement of individual career goals and organization objectives.
3
Q
high-performance work system
A
consists of an integrated system of human resources practices and policies that includes rigorous recruitment and selection procedures, performance contingent incentive compensation, commitment to employee involvement, and extensive T&D programs
4
Q
human capital
A
the KSAs of an organization’s employees
key determinant of organization performance
important resource for competitive advantage
5
Q
instructional systems design (ISD) model
A
depicts training and design as a rational and scientific process that consists of 3 major steps:
1. needs analysis
2. design and delivery
3. evaluation
streamlined model of the ADDIE
6
Q
organizational culture
A
shared beliefs, values and assumptions that exist in the organization
7
Q
performance management
A
the process of establishing performance goals and designing programs to motivating and develop employees to improve their performance and the organization performance
not single event, ongoing continuous process made up of various programs to develop employees and improve performance
8
Q
skills mismatch
A
insufficient number of workers with the needed skills are available to satisfy the number of available jobs. mismatch between skilled labour available and market demand.
9
Q
SMART goals
A
specific - specific behaviour you’re looking for
measurable - have to be able to determine if goals were achieved
attainable - challenging but still doable
relevant - meaningful to individual and organizational objectives
Time frame - have to set time for goals to achieved by
10
Q
strategic human resource management
A
alignment of HR practices with an organizations business strategy
11
Q
strategic training and development
A
alignment of organizations’s training needs and prams w a organization’s strategy and objectives
12
Q
strategy
A
refers to an organization objectives and action plans for realizing its objectives and gaining competitive advantage
link training to organization’s strategy, training becomes strategy activity to help organization achieve it’s goals
13
Q
training
A
formal and planned efforts to help employees acquire KSAs to improve performance in their CURRENT job
short-term focus on acquiring skills to perform your job
14
Q
training bond
A
contract between employer and employee that states that employer will pay for the employee’s training as long as the employee remains w the organization for a min period of time upon completion of the training program. if not employee has to reimburse org
15
Q
work engagement
A
positive, fulfilling, work-related state of mind that is characterized by vigour, dedication, and absorption
16
Q
primary objective of training and development
A
maximize organization’s human capital
17
Q
social capital
A
social resources that an individual obtains from participation in social structure.
relationships within a org and between members of of the organization and external stakeholders
18
Q
benefits of training for employers
A
strategy
effectiveness
employee recruitment, engagement, and retention
19
Q
effectiveness
A
companies who invest in training have lower turnover, employees who are more productive, make less errors, require less supervision and have more positive attitudes
training more effective than other interventions
20
Q
what did research find about franchisees and length of training
A
the longer and more robust the training program, the more likely the franchisee’s franchise was to survive
21
Q
benefits of training for employees
A
intrinsic benefits: great self efficacy in their ability to perform their job, increase KSAs
extrinsic benefits: higher earnings, improved marketability, greater security of employment, better opportunity for promotion
22
Q
benefits of training for society
A
educated and employed population
health and safety
economy and standard of living –> training improve productivity
23
Q
work integrated learning
A
students acquire work experience as part of their education through co-ops, apprenticeships, and internships
24
Q
What are some of the key environmental (external) factors that drive Human Resources/T&D
A
global competition
technology
labour market
environmental change
25
what are some internal factors that affect training and development
strategy
org structure --> become flatter need to train more managerial duties too
culture
26
according to the ISD what does the training process begin with?
performance gap: something not quite right
27
what is needs analysis and what are the 3 steps it consists of
determine the size of the gap between where things are and where they should be, determines if training needed
3 levels:
organization analysis: where training needed in org
task analysis: what training is required
person analysis: who in the organization needs to be trained
28
steps in training evaluation
1.evaluation criteria
2. evaluation design
29
what are the steps to training design and delivery
1. training objectives
2. training content
3. training methods
4. learning principles
30
achievement motivation
desire to perform challenging tasks
31
ACT theory
learning takes place in 3 stages: declarative knowledge, knowledge compilation, and procedural knowledge
32
andragogy and what are the 6 core assumptions about the adult learner
an adult orientated approach to learning that takes into account the difference between adult and child learners
1. need to know
2. learner self-concept
3.learner's experience
4. readiness to learn
5.orientation to learn
6. motivation to learn
33
avoid performance goal orientation (APGO)
a focus on avoiding negative judgements from others for one's performance outcomes
34
chaining
2nd step in conditioning process
the reinforcement of entire sequences of a task, combing each step to perform entire response
35
cognitive ability
36
conscientiousness
degree to which a person is responsible and achievement orientated
37
core self-evaluations and 4 specific traits its based on
an individuals self appraisal of their worthiness, competence as a person
4 specific traits:
- self efficacy
-self esteem
locus on control
emotional stability
38
declarative knowledge
first stage in ACT theory.
learning of facts, knowledge and info
all of your attention and cog resources being used at this point, can't multi-task
performance at this stage slow and error prone
39
distal goal
long term goal or end goal
40
Fleming's learning styles
an individual's preferred ways of gathering, organizing and thinking about information. different ways people take in and give out information.
uses the VARK model
41
formal learning
involves formal, planned and structured activities or the organized transfer or of work related skills, expressed goal set by the org
42
generalization
3rd step in conditioning process
conditioned response occurs in circumstances different than those during learning
trainer must provide the trainees with opportunity to perform task in variety of situations
43
goal
object or aim of an action
44
goal orientation
a dispositional or situational goal preference in achievement situations
45
informal learning
learning that occurs naturally as part of work and is not planned or designed by org. it's spontaneous, immediate and task specific
46
job involvement
degree to which an individual identifies psychologically with work and the importance of work to their self image
47
knowledge compilation
2nd stage in ACT theory
involves integrating tasks into sequences to streamline the task translate declarative knowledge into action
performance becomes faster and more accurate in this stage, but still fragmented
48
kolb's learning style
learning a function of 2 domains: how people gather information and how they process information
gather information can have 2 difference modes: concrete experience CE (feeling) and abstract conceptualization AC(thinking)
process information can have 2 different modes: reflective observation RO (watching) or active experimentation AE (doing)
combining different modes of gathering and processing creates 4 different learning styles
1. converging AC and AE thinking and doing
2. diverging CE and RO feeling and watching
3. assimilating AC and RO thinking and watching
4. accommodation CE and AE (feeling and doing)
49
learning
the process of acquiring knowledge and skills, involves a change of state that makes possible a corresponding change in one's behaviour
50
learning cycle
people use each of the four modes of learning in a sequence that begins with concrete experience followed by reflective observation, abstract conceptualization and active experimentation
51
learning goal orientation
a focus on developing competence by acquiring new skills and mastering new tasks
52
learning goals
focus trainee's attention on the learning process
53
learning style
the way in which an individual prefers to learn
54
locus on control
extent to which one believes their behaviour is controlled by internal or external factors
55
motivation
the degree of persistence effort one directs towards a goal
has to do with effort, persistence, and direction (effort and persistence toward meaningful goal)
56
observation and what are the 4 key elements for learning to take place
component in social cognitive theory
learning by observing the actions of others and the consequences
attention, retention, reproduction and reinforcement
57
pedagogy
more traditional approach of learning used to educate children and youth, assigns full responsibility to the instructor
58
performance goals
59
procedural knowledge
3rd step in ACT theory
learner has mastered the task and performance is automatic, without thought
don't need full attention to do it anymore
60
prove performance goal orientation PPGO
a focus on favourable judgements from others for one's performance outcomes
61
proximal goal
short term goal that is instrumental for achieving distal goal
break distal goal into smaller more manageable short term goal
62
resource allocation theory
individuals possess limited cognitive resources that can be used to learn a new task.
63
self-efficacy and what 4 sources of info is it influenced by
beliefs that people have about their ability to perform a specific task
task mastery
observation
verbal persuasion
one's physiological or emotional state
64
self-regulated learning
the use of affective, cognitive, and behavioural processes during a learning experience to reach a desired level of achievement
65
self-regulation
managing one's own behaviour through a series of internal processes
66
self-regulation prompts
ask trainees questions about their learning, goals and the goal progress to encourage self-regulation during training
67
shaping
first part of the conditioning process
reinforcement of each step of the process until it is mastered, then withdrawing the reinforcer until the next step is mastered
68
social learning
learning through interaction with others, can be formal or informal
69
training motivation
the direction, intensity and persistence of learning directed behaviour in training contexts
70
VARK
visual
aural/auditory
read/write
kinesthetic
how individuals prefer to receive information
71
workplace learning
process of acquiring job-related knowledge and skills through formal training programs and informal social interactions among employees
72
70-20-10 model
when it comes to workplace learning, 70% comes from on the job experiences, 20% from relationships and interactions w others, and 10% from formal learning activities and events
73
What are Gagne's 5 general categories of learning outcomes?
verbal information: facts, knowledge, packages of info. AKA declarative knowledge
intellectual skills: concepts rules and procedures, procedural knowledge
cognitive strategies: application of info and techniques, understanding how and when to use the knowledge
motor skills: coordination of physical movements (learning to swim)
attitudes: preferences associated with one's beliefs and feelings. most difficult domain to influence through training.
74
what are kraiger, ford, and salas 3 categories of outcomes of learning?
cognitive
affective
skill-based
75
performance of a new task is determined by which 3 things?
individual difference in cognitive resources
task complexity
self regulatory activities
76
social cognitive theory and what are its 3 components
learning occurs through observing others behaviour, making choices about different courses of action to take, and managing the brown behaviour in the process of learning
3 components: observation, self- efficacy, and self regulation
77
conditioning learning theory
shaping, chaining and generalization
presentation of a stimulus followed by a response which is then followed by a reinforcer, which either increases or decreases the likelihood of behaviour repeating
78
adult learning theory
based on differences between adults and children and the implication of these differences for learning
79
what are the 3 theories of learning
conditioning learning theory
social cognitive learning theory
adult learning theory
80
goal setting theory
based on idea people's intentions are a good predictor of their behaviour
goals are motivational because they direct people's effort and lead to development of strategies to help them reach their goal
for goals to be motivational they have to be...
- specific in level and time frame
- challenging
- be accompanied with feedback
-people must be committed to them
81
4 personality variables that predict training motivation
high conscientiousness
internal locus of control
high achievement motivation
low anxiety
82
cognitive task analysis
a set of procedures that focuses on understanding the mental processes and skills required for the job
focuses on the mental aspects instead of behaviour like in traditonal task analysis
focus on how gets done instead of what gets done
83
competency
cluster of related KSAs that enables job holder to perform job effectively
84
compliance training
training programs that are mandated by the government legislation and regulations as we'll as industry and organization policies
85
contingency management
practices based on the belief that every act has a consequence and if the consequence is a reward the the act will be repeated
86
continous learning culture
a culture where members of an org believe that knowledge and skills acquisition are part of their job responsibilities and that learning is an important part of work life in the org.
87
learning culture
the attitudes and practices within the organization regarding the importance placed on organization learning and employee development
88
need
gap between current results and desired results
89
needs analysis
process to identify gaps in employee and org performance
identifies gaps between current and desired results, prioritize those needs, select most important need
90
organization climate
the collective attitudes of employees toward work. supervision, and company goals, policies, and procedures
91
rapid needs analysis
a quick and inexpensive needs analysis that involve gathering available info and using data that already exists
92
resource analysis
part of the organizational analysis
the identification of resources available in an organization that might be required to design and implement training and development programs
93
team task analysis
an analysis of tasks as well as the team based competencies (KSAs) associated with the tasks
94
training transfer climate
characteristics in the work environment that can either facilitate or inhibit the application of training on the job
strong training transfer climate = cues to remind employees to apply training material on job, positive reinforcement, and supervisior peer support
95
task analysis and its 6 steps
process of obtaining information about a job by determine the duties, tasks, and activities involved and the KSAs required for it
1.identify target jobs
2. obtain job description
3. develop rating scales to rate important and difficult of each task and frequency its performed
4. survey sample of job incumbents
5. analyze and interpret the info
6. provide feedback on results
96
competency vs skill
skills be very specific, competency are generic and universal
97
person analysis and the 3 step process to it
process of studying employee behaviour and performance to determine if whether performance meets standards
1. define desired performance
2. determine the gap between desired and actual
3. identify obstacles to effective performance
98
9 needs analysis methods
observation
questionnaire
interview
group discussion
print media
key consultation
tests
record
reports
work samples
99
needs analysis sources
employees, managers, HR staff, and SME
100
active learning
approach to training that gives trainees control over their own learning experience
101
active practice
providing trainees with opportunities to practise performing a training task or using knowledge being learned during training
102
adaptive expertise
the ability to use knowledge and skills across a range of tasks, setting and situations
103
advance organizers
pretraining intervention
activities that provide trainees with a structure or framework to help them assimilate and integrate info acquired during practice into their existing knowledge
104
anthological tasks
tasks similar to those worked on in training
105
attentional advice
a pre training intervention
providing trainees w info about the task processes and general task strategies can help them learn to perform a task
106
automaticity
performance of a skill to the point at which little attention from the brain required to respond correctly
107
blended training
the use of combination of approaches to training such as off the job training, on the job training, and computer technology
108
conditions of practice
practice conditions that are implemented before and during training to enhance the effectiveness of active practice and maximize learning and retention
109
corrective feedback
feedback that is meant to correct behaviour and performance when behaviour is below standard
110
emotion control
a strategy to help trainees control their emotions during active learning
111
error-avoidant
highly structured training that is step by step instructions on how to do task so people less likely to make errors
112
error-management instructions
telling trainees that errors are normal part of learning and frame them positively
113
error-management training (EMT) and the 2 key characteristics
explicitly encouraging trainees to make errors during training and then learn from them
1. trainees only provided with basic training relevant info and told to solve problems on their own
2. trainees told to expect errors and frame them positively
114
exploratory/discover learning
trainees given opportunity to explore and experiment w training tasks to infer a learn the strategies for effective task performance
115
feedback and knowledge of results
providing trainees with feedback in of about their performance on a training task
116
goal orientation
pre-training intervention
the type of goal that is set during training either learning or performance
117
learner engagement
extent to which the learner is cognitively, physically, and emotionally immersed in the training content and learning process
118
massed vs distributed practice
how the segments of a training program are delivered
massed = all at once no breaks
distributed = several sessions with breaks in between
119
meaningfulness
training content that is rich in associations and easily understood by trainees
120
metacognition
thinking about ones thinking
121
metacognitive strategies
pre training intervention
ways a trainee can be instructed to self regulate the learning of a task
122
outsourcing
the use of an external supplier to provide training and development programs and services
123
overlearning
learning something until the behaviour becomes automatic, practice even after you master the skill
124
practice
rehearsing a task or skill in order to achieve some level of proficiency in performing the task
125
preparatory information
pre training intervention
prepping trainees on the info they can expect to learn during training/practice session
126
proceduralized instruction
step by step instructions on how to perform a task
127
productive responses
the trainee actively uses the training content rather than passively watching, listening to, or imitating the trainer
128
request for proposal (RFP)
for when you buying a training program
a document that outlines to potential vendors and consultants an organization's training and project needs
129
routine expertise
the ability to reproduce specific behaviours in similar settings and situations
130
SME
person who is familiar with the KSAs required to perform a task or job
131
task sequencing
dividing training material into an organized and logical sequence of sub-tasks
132
training design
the process of preparing and planning events to facilitate learning
133
training objective
statement of what trainees are expected to be able to do after training program
134
whole vs part learning
whether training material is learned and practiced at one time or one part at a time
135
purpose of the training objectives for trainer, trainee, and manager
trainer: content and methods is simplified by objective
trainee: tells them what they're learning and what they should be able to do by the end of the program
manager: knows what's expected of trainees and can support newly trained knowledge and skills on job
136
a training objective should include what 4 element
who
what
where and when
how will the behaviour be evaluated
137
what 3 components should the written objective of training content
performance: what work behaviour will the trainee display
condition: when, where
criterion: level of acceptable performance, how
138
bloom's taxonomy of 6 learning objectives
Remember
Understand
Apply
Analyze
Create
Evaluate
139
adaptive tasks
tasks that differ than those worked on during training and require diff solutions
140
ethics
systematic thinking about one's actions and decisions on various stakeholders
141
events of instruction
external events that are designed to help learning occur
142
learning climate
climate that is conducive to learning
made up of prearrival factors, greeting participants, learning environment, trainer style
143
lesson
cohesive unit of instruction with a specific learning objective
144
lesson plan
blueprint of the sequence of the activities that will take place in the training program
145
seductive details
entertaining/interesting info that is irrelevant to the training material and not necessary for achieving training objective but keeps people interested
146
seductive details effect
seductive learning impairs learning and retention
147
stakeholders
people inside and out of the org who might be affected by organizations actions and decisions
148
train-the-trainer
training programs that teach SME how to design and deliver training programs
149
trainability test
determines if an employee is ready to attend a training program
a test that measure the individuals ability to learn and perform training tasks to see if they can successfully complete a training program
150
trainer expressiveness
the degree to which a trainers uses an enthusiastic voice and are physically animated
151
training administration
coordination of the people and material involved in a training program
152
training materials
expendable items such as note pads, paper etc. single use items
153
training plan
who in the org needs training, what type of training, and how it will be delivered
154
training site
site or room where the training takes place
155
Gagne's 9 events of instruction
1. gain attention
2. describe the objectives
3. stimulate recall of prior knowledge
4. present material to be learned
5. provide guidance for learning
6. elicits performance practice
7. provide informative feedback
8. assess performance
9. enhance retention and transfer
156
Lecture
give advantages and disadvantages
trainer presents to trainees the training content to be learned
unidirectional flow of info
most effective for learning declarative knowledge
advantages:
- large amounts of info can be given to large amount of people in short period of time
- all trainees hear same message
disadvantages
-hard to change attitudes with
- doesn't accomdate diff in trainee ability
-passive learning
157
discussion
2 way communication between the trainer and trainees as well as among trainees
158
case study
A training method in which trainees discuss¸ analyze¸ and solve problems based on a real situation
can also be shown through audio visual techniques not just written
159
case incident
A training method in which one problem¸ concept¸ or issue is presented for analysis usually no longer than 1 page in length
160
behaviour modelling training
A training method in which trainees observe a model performing a task and then attempt to imitate the observed behaviour
161
role play
A training method in which trainees are given the opportunity to practise new behaviours in a safe environment
162
simulations
The use of operating models of physical or social events designed to represent reality. working representation of reality.
163
games
Training methods that involve structured competition that allows trainees to learn specific skills
does not reflect reality
164
action learning
A training method in which trainees solve real-world problems and accept responsibility for the solution
165
what are the 4 general principles of learning in BMT
observation
rehearsal (practice)
reinforcement (reward)
transfer
166
Apprenticeships
Training methods for skilled trades workers that combine on-the-job training and classroom instruction
regulated by the provinces
must be trained and supervised by at least one qualified tradesperson (journey person) and pass provincial exam with a 70%
167
Coaching
An experienced and knowledgeable person is formally called upon to help another person develop insights and techniques pertinent to the accomplishment of their job and improvement of their job performance
168
cross training
Training employees to perform each other’s jobs
169
Job instruction training
A formalized¸ structured¸ and systematic approach to on-the-job training that consists of four steps: preparation¸ instruction¸ performance¸ and follow-up
170
Mentoring
A senior member of an organization takes a personal interest in the career of a junior employee
171
on-the-job training
A training method in which a trainee receives instruction and training at his or her workstation from a supervisor or an experienced co-worker
172
performance aid
A device at the job site that helps an employee perform his/her job
173
Psychosocial support
Mentoring activities that include being a friend who listens and counsels¸ who accepts and provides feedback¸ and who is a role model for success
174
stretch assignments
Job assignments that aim to “stretch” employees by having them work on challenging tasks and projects that involve learning new knowledge and skills
175
How does management effect the pre-training environment
the message management sends to employees about training in their support and the importance of it can influence the employee's training motivation
if they make it easy for employees to go to training, they more likely to go and learn
176
How do post training environment affect training transfer
support:
trainees who has supportive management and co-workers are more likely to attend trading and transfer what they learned to the job
opportunities:
trainees who have opportunity to perform trained tasks on the job
177
opportunity to perform
extent to which trainee is provided with opportunity to perform trained tasks on the job.
178
what should management, trainee, and trainer do before training
management: tell employees about training program and get their input and support learning
trainee: prepare for training program
trainer: make sure training program follows ISD model, make sure trainees prepared for training
179
what should management, trainee, and trainer do after training
management: ensure that trainee's have frequent opportunities to use what they learned in training on the job
trainer: conduct field visits to observe trainee's use of learning
trainee: use their new knwoledge and skills on the job ASAP, and create buddy system with other people who went to training to get feedback
180
Adaptive Guidance
An instructional strategy to assist trainees in making effective learning decisions
181
Adaptive learning
Training programs that tailor and adjust training content and material to the specific needs of trainees
182
Asynchronous
Training that is pre-recorded and available to employees at any time and from any location
183
Augmented reality
Computer-generated virtual imagery (e.g.¸ graphics¸ text¸ and other visual elements) information is overlaid onto a real-world environment in real time
184
Blog
A website that contains commentary and information on a subject
185
Communities of Practice
Groups of employees who share similar concerns and problems and meet regularly to share their experiences and knowledge¸ learn from each other¸ and identify new approaches for working and solving problems
186
computer-based simulation games
instruction delivered via personal computer that immerses trainees in a decision-making exercise in an artificial environment in order to learn the consequences of their decisions
187
Computer-based training
Training that is delivered via the computer for the purpose of teaching job-relevant knowledge and skills
188
Customization
Tailoring instructional elements to meet trainee preferences and needs
189
E-learning
The use of computer network technology such as the intranet or Internet to deliver information or instruction to individuals
190
Electronic performance support system (EPSS)
A computer-based system that provides information¸ advice¸ and learning experiences to improve performance
191
Gamification
The use of game mechanics and elements from video games to engage and motivate employees in the workplace
192
Generative learning
A self-initiated and learner-controlled form of collaborative learning in which individuals in a social network share ideas and information¸ and in the process solve problems and create new knowledge
193
Human interaction
The extent to which trainees are able to interact with the instructor and one another during a training program
194
Instructor-led training (ILT)
Training methods that involve an instructor or facilitator who leads¸ facilitates¸ or trains online
195
Knowledge sharing
Providing task information and know-how to help and collaborate with others to solve problems¸ develop new ideas¸ or implement policies or procedures
196
Learner control
The degree to which the trainee has control over various instructional features during a lesson or training program¸ such as the content¸ sequence¸ and/or the pace of training
197
Learner-controlled practice difficulty
The extent to which trainees have control over the level of difficulty of practice opportunities during a training program
198
Learning management system (LMS)
Software that is used for the administration¸ delivery¸ and management of an organization’s training and development programs
199
Massive open online courses (MOOCs)
Online courses with open enrolments that make it possible to have an unlimited number of students from all over the worl
200
Microlearning
Small amounts of bite-sized chunks of focused information to meet a specific learning outcome
201
Mobile learning (m-learning)
The use of mobile or portable technologies across locations for obtaining information and training
202
Multimedia training
Computer-based training programs that include text¸ graphics¸ animation¸ audio¸ and video
203
Online and distance education
The use of computer technology and the Internet to deliver educational content and courses
204
Personalization
Structuring the program so that trainees feel that they are engaged in a conversation with the program
205
Podcast
A short audio or video recording that can be downloaded and played on a mobile device such as an iPod or smartphone
206
Self-directed learning (SDL)
A process in which individuals or groups take the initiative and responsibility for learning and manage their own learning experiences
207
Self-pacing
Trainees can work on training tasks as quickly or as slowly as they want
208
Small private online courses (SPOCs)
Online courses that focus on specific topics and are offered to smaller targeted audiences
209
Social media
The use of technology for sharing and exchanging information
210
Synchronous
Training that is live and requires trainees to be at their computer at a specific time
211
Synthetic learning environments (SLEs)
Technology-based training media that augment¸ replace¸ create¸ and/or manage a learner’s experience with the world
212
Technology-based training
Training that involves the use of technology to deliver training
213
Traditional training
Training that does not involve using technology to deliver training
214
Video conferencing
Linking an expert or trainer to employees via two-way television and satellite technology
215
Virtual classroom
A Web-based platform to deliver live¸ instructor-led training to geographically dispersed learners
216
Virtual reality (VR)
The use of computers to create an artificial 3-D experience that simulates and recreates an actual environment
217
Virtual worlds
Elaborate simulations that involve interactions among and between multiple trainees and objects
218
Web 2.0
Internet tools that enable the communication and sharing of information and knowledge
219
Web 3.0
A fundamental shift in how people interact with the Web that consists of the semantic Web¸ the mobile Web¸ and the immersive Internet
220
Web conferencing
A live meeting or conference that takes place on the Internet
221
Webcast
A live or recorded video or audio broadcast over the Internet
222
Webinar
A seminar that takes place live over the Web
223
Wiki
A webpage or collection of webpages in which users share¸ contribute¸ and modify information on a topic
224
Affective reactions
Reaction measures that assess trainees’ likes and dislikes of a training program
225
Anticipated support
The degree to which the trainee expects to be supported in his/her attempts to transfer the learned skills
226
Causal evaluations
Provide information to determine whether training caused the post-training behaviours
227
COMA
A training evaluation model designed for formative evaluation that involves the measurement of cognitive¸ organizational¸ motivational¸ and attitudinal variables
228
Decision-Based Evaluation (DBE)
A training evaluation model that specifies the target¸ focus¸ and methods of evaluation
229
Declarative learning
Acquiring facts and information; is by far the most frequently assessed learning measure
230
Descriptive evaluations
Provide information that describes the trainee once he/she has completed a training program
231
Formative evaluations
Provide data about various aspects of a training program
232
Hard data
Results that are assessed objectively
233
Perceived support
The degree to which the trainee reports receiving support in his/her attempts to transfer the learned skills
234
Procedural learning
Organizing facts and information into a smooth behavioural sequence
235
Return on expectations
The measurement of a training program’s ability to meet managerial expectations
236
Soft data
Results that are assessed through perceptions and judgments
237
Summative evaluations
Provide data about the worthiness or effectiveness of a training program
238
Training evaluation
A process to assess the value—the worthiness—of training programs to employees and to organizations
239
Utility reactions
Reaction measures that assess the perceived usefulness of a training program
240
Benefit–cost ratio (BCR)
The benefit divided by the cost of the training program
241
Break-even analysis
Finding the value at which benefits equal costs and utility is equal to zero
242
Cost-effectiveness evaluation
A comparison of the monetary cost of training to the benefit of training in monetary terms
243
Cost–benefit evaluation
A comparison of the cost of training in monetary terms to the benefits of training in non-monetary terms
244
Costing
The process of identifying all the expenditures used in training
245
Developmental costs
Costs that are incurred in the development of a training program
246
Direct costs
Costs that are linked directly to a particular training program
247
Indirect costs
Costs that support training activities and are not directly linked to a particular training program
248
Net benefit
The estimated value of the benefit minus the cost of the training program
249
Overhead costs
Costs incurred by the training department but not associated with any particular training program
250
Return on investment (ROI)
A comparison of the cost of a training program to its benefits by dividing the net benefit by the cost of the training program
251
Trainee compensation
The cost of the salaries and benefits paid to trainees while they are attending a training program
252
Utility analysis
A method to forecast the financial benefits that result from human resource programs such as training and development
253
After-Event Reviews (AERs)
Formal¸ structured debriefings held immediately following an experiential learning situation
254
Coaching
One-on-one individualized and structured learning experience in which a more experienced and knowledgeable person helps another person develop the insights and techniques pertinent to the accomplishment of their job
255
Emotional intelligence
The ability to manage your own and others’ emotions and your relationships with others
256
Experiential learning
Skill practices exercises that actively engage and involve the learner
257
Functions of management
Controlling¸ Organizing¸ Planning¸ and Leading
258
Job rotation
Exposing an individual to different areas and experiences throughout the organization
259
Leadership
The qualities and behaviours that shape the direction of the organization and that inspire others to pursue that direction in the face of obstacles and constraints
260
Management
The process of getting things done¸ efficiently and effectively¸ through and with other people
261
Management development
The complex process by which individuals learn to perform effectively in managerial roles
262
Management education
The acquisition of a broad range of managerial knowledge and general conceptual abilities
263
Management training
Programs and activities designed to develop specific managerial skills
264
Mentors
Help less experienced managers gain insight and perspective on the general managerial problems and difficulties with which they are confronted
265
On-the-job management development
Programs designed to provide individuals with managerial learning experiences on the job
266
Outdoor wilderness training
Highly experiential programs designed to help managers develop greater levels of “life experience” by participating in physically and psychologically demanding tasks and activities
267
Skills
Sets of actions that individuals perform and that lead to valued outcomes
268
Transactional leadership
Leaders make clear to the followers the behaviours and attitudes that are associated with rewards and punishment
269
Transformational leaders
Leaders influence their followers by inspiring them into engaging wilfully in the attainment of goals.
