Final Flashcards
1
Q
Cognitive Strategies
A
help a learner zoom in on what information is important. Ex; pneumonic devices, acronyms, flash cards
2
Q
Self Efficacy
A
how a person views their capacity to learn at that time.
3
Q
Learning Theory: Reinforcement Theory
A
a learning theory that is a relationship of actions and consequences. Ex; positive reinforcement, negative reinforcement, punishment
4
Q
Social Learning Theory
A
learning theory that focuses on 4 (or 3) elements being: verbal persuasion, logical verification, modeling, past accomplishments
5
Q
Verbal Persuasion (Social Learning Theory)
A
all about giving someone encouraging words to improve self efficacy; making them believe they are capable of learning through positive words
6
Q
logical verification (Social Learning Theory)
A
Trainers or managers can link a new skill or task to on e that they have already been successful in. This boosts self-efficacy.
7
Q
Modeling (social learning theory)
A
watching someone else who is a peer successfully accomplish the task or skill being learned by the trainee.
8
Q
Past Accomplishment
A
allowing employees to build a history of successful accomplishments. If managers place employees in a position in which they are likely to succeed, they will have a more positive outlook on learning new things.
9
Q
Goal Setting Theory (Goal Theories)
A
people will act when they have a conscious goal to accomplish. This directs their energy and attention
10
Q
Goal Orientation (Goal Theories)
A
If a trainee personally sets a goal of what they want to get out of training or what they want to learn more about.
11
Q
Learning Orientation (goal theories)
A
Related to trying to increase ability or competence in a task
12
Q
Need Theories
A
a need motivates a learner because without learning the skill or competency, they will be losing something that is necessary for life to continue. Ie; Maslow’s Hierarchy, Alderfer, and McClelland.
13
Q
Performance Orientation (goal theories)
A
comparative learners who review their performance throughout the learning process and see how they stack up against their peers.
14
Q
Alderfers Theory (Need Theory)
A
if higher level needs aren’t met, revert to lower level needs
15
Q
McClelland (Need Theory)
A
Needs for achievement
16
Q
Adult Learning Theory
A
AKA Androgogy 1. Need to know why 2. Self Directed 3. Bring more work-related experiences. 4. Problem-centered approach 5. Motivated to learn intrinsic and extrinsic
17
Q
Pedagogy
A
Science of teaching children 1. Passive learners 2. Do not bring any former experience to enrich learning.
18
Q
Information Processing Theory
A
The theory of how your brain processes information. Ex: stimulus/message-> receptors->sensory register->Short-term memory->longterm memory-> response generator-> effectors, etc.
19
Q
Expectancy theory
A
mental state that the learner brings to the instructional process. This contributes to the learning process because a learner must be ready to learn, or have high self efficacy, and understood why they are there.
20
Q
Concrete Experience (Learning Phase)
A
Learning by experience; relating to people;being sensitive to feelings and people.
21
Q
Reflective Observation (learning phase)
A
learning by reflecting; observing carefully before making judgements; viewing issues from different perspectives; looking for the meaning of things.
22
Q
Abstract Conceptualization
A
learning by thinking; Analyzing ideas logically; planning systematically; acting on an intellectual understanding of a situation
23
Q
Active Experimentation
A
learning by doing; showing the ability to get things done; taking risks; influencing people and events through action
24
Q
Diverging Learning Style
A
if you have both Concrete experience and reflective observation, you tend to have this learning style. Your preference may be to consider a situation from differing perspectives. you tend to diverge from conventional solutions, coming up with alternative possibilities.
25
Assimilating Style
If you tend to use approaches that include reflective observation and Abstract Conceptualization, you probably prefer this style. You may be interested in absorbing the learning experience into a larger framework of ideas. You tend to assimilate information into theories or models.
26
Converging Style
tend to approach the learning process by focusing on Abstract conceptualization and Active Experimentation, you probably prefer this style. You may enjoy gathering information to solve problems. You tend to converge the correct solution.
27
Accommodating
If your learning modes involve Active Experimentation and Concrete Experience, you may find yourself using this style. If you prefer this, you may want to put ideas that you have practiced into action, finding still more uses for whatever has been learned. you tend to accommodate, or adapt to, changing circumstances and information.
28
Balancing style
someone who is comfortable with a variety of learning modes.
29
ADDIE method
A-Analyze D-Design D-Develop I-Implement E-Evaluate
30
A-Analyze Needs
aka “Needs Assessment” Investigate/determine (perceived) training problem Some form of analysis Organizational Job: Task & People
31
D-Design
Usually in form of a proposal Must be based on the findings of the needs assessment Purpose of the training and specifically who to train Identifies what content to train (KSA) expressed as Training Objectives Determine delivery method
32
D-Develop
Prepare training materials Training outline/plan Student handouts Training/visual aids Tests and exercises
33
I-Implement
Training delivery Assign trainer(s) Conduct the training Verify competency w/tests, exercises, etc.
34
E-Evaluate
Continuous process Focus on effectiveness/results of training, not individual scores Evaluate each phase (formative) Evaluate overall results (summative)
35
4 Pressure Points for Training need
1) New Tech 2) Lack of basic skills 3) customer requests 4) legislation
36
6 Elements to Consider in Needs Assessment
Optimal, Actuals, Feelings, Causes(or Problems), Solutions, Who
37
Who Should Participate in Needs Assessment?
Management, SME's, Job Incumbents(potential trainees, the actuals), Trainers
38
What Techniques are used to gather info in a needs assessment?
questionnaires 2-Interviews/Focus Groups 3-Research Documentation
39
3 Domains of Learning
Cognitive, Psychomotor, Affective
40
Difference Between KSA's and Learning Domains
KSA's-WHAT is learned; Learning Domains-HOW its learned
41
3 Components of Well Written Training Objective
1-Performance 2-Condition 3-Standard
42
Performance
Gives learner a preview of what they are going to be accomplishing. Always uses an action verb; do not use words that are ambiguous such as learn, know, understand, and appreciate
43
Condition
Give learners an idea of how they will be learning it.
44
Standard
gives learners an idea of expectations of success of mastery.
45
Cognitive Domain
includes knowledge and intellectual skills, ie; concepts, principles, and applications such as: define terms, prepare a budget, determine appropriate content for your own resume, determine the HR needs for a long range plan.
46
Standards (cognitive)
usually call for accuracy of the information to a certain standard. Ex; with 80% correct responses, according to criteria in a policy or textbook, within certain time constraints
47
Psychomotor Domain
address the "physical" skill or performance of the learner and therefore addresses the manipulation of objects, tools, supplies, or equipment. Ex; typing a letter, driving a vehicle, operating equipment
48
Conditions (Psychomotor)
need to describe the necessary materials or environment, such as; in a stimulating business situation, using MS Word, and a PC, in any type of driving condition
49
Standards (Psychomotor)
relate to the actual performance or finished product and to necessary level of performance. Appropriate criterion might include accuracy within a certain tolerance limit, speed, degree of excellence, reference to other material outlining for criteria of judgement
50
Affective Domain
involves feelings, attitudes, or sensitivities toward other people, ideas, or things. Training in this domain will usually involve making choices, the importance of something, why its required.
51
Conditions (affective)
situations in which learners need to demonstrate basic or entry level attitudes required. Ex; upon completion of the unit on personnel relations, at all time within the laboratory, in the actual work situation.
52
Standard (Affective)
both this and performance statement may contain an action word or verb
53
Knowledge (#1 Level of Cog. Domain)
recognition and recall of facts and specifics
54
Comprehension(#2 of Cog. Domain)
Explains, interprets, classifies, or describes information
55
Application (#3 of Cog. Domain)
Uses info in a situation different from original learning context. ex; determining, solving, or predicting.
56
Analysis (#4 of Cog. Domain)
Separates whole into parts, until relationship among elements is clear. Ex; distinguishing, differentiating, and correlations.
57
Synthesis (#5 of Cog Domain)
combines elements to form a new entity from original one; interprets and reconstructs for example
58
Evaluation (#6 of Cog Domain)
involves acts of decision making, judging, or selecting based on criteria and rationale; examples are concludes, and decides.
59
Synchronous E-Learning
Real-time Instructor-led Examples include chat room, teleconferencing or videoconferencing
60
Asynchronous E-learning
Asynchronous Learning: Trainees learn independently Trainers/learners interact occasionally or not at all Examples include self-paced modules via Internet or CD/DVD, or supplements to synchronous training
61
Instructor Led
When… Training offered only once Learners require personal attention Specific skills need to be taught and verified (usually hands-on) Training must take place right away/soon
62
Mediated Learning
When… Audience has wide range of abilities Audience spread out geographically Specific skill needs to be taught repeatedly or recurring need for same training Match learner’s style or schedule
63
Career
The pattern of work-related experiences and activities over the span of a person's work life. This includes an employee's position, job experiences, and tasks that are influenced by his or her values, needs, and feelings.
64
Career Management
The process through which employees become aware of their own interests, values, strengths, and weaknesses. Employees obtain information about job opportunities within the company, identify career goals, and then establish action plans to achieve these goals.
65
Corporate Perspective of Career Management
The failure to motivate employees to plan their careers can result in (1) a shortage of employees to fill open positions, (2) lower employee commitment, and (3) inappropriate use of monies allocated for training and development programs.
66
Employee Perspective of Career Management
Lack of career management can result in (1) frustration, (2) feelings of not being valued in the company, and (3) being unable to find suitable employment should a job change be necessary due to mergers, acquisitions, restructuring, or downsizing.
67
Career Motivation
Employees' energy to invest in their careers, their awareness of the direction they want their careers to take, and their ability to maintain energy and direction despite barriers they may encounter.
68
Career Resilience
The extent to which employees are able to cope with problems that affect their work.
69
Career Insight
(1) Involves how much employees know about their interests and their strengths and weaknesses. (2) The awareness of how employees' perceptions relate to their career goals.
70
Career Identity
The degree to which employees define their personal values according to their work
71
Traditional Careers
Generally dictated by the organization with emphasis on advancement and job security. Organization's best interests are the primary focus.
72
Potean Career
A more current focus with additional emphasis on self-direction and individual success on the job. The employee's best interest are the primary focus
73
4 Stages of a Career
Exploration, establishment, maintenance, disengage
74
Exploration
Employees attempt to identify the type of work that interests them. They consider their interests, values, and work preferences and they seek information about jobs, careers, and occupations from co-workers, friends, and family members.
75
Establishment
Employees find their place in the company, focus in making an independent contribution, achieve more responsibility and financial success, and establish a desirable lifestyle. They are considered to be colleagues.
76
Maintenance
Employees find their place in the company, focus in making an independent contribution, achieve more responsibility and financial success, and establish a desirable lifestyle. They are considered to be colleagues.
77
Disengagement
Employees who late in their careers prepare for a change in the balance between work and non-work activities. They may take on the role of sponsor. Example -- provides direction to other employees, represents the company to customers, initiates actions, and makes decisions.
78
Career Management Systems-4 parts
Self Assessment, Reality check, goal setting, action planning; in the corporate world vary in levels of emphasis and effectiveness but most all include the same four elements as listed below. The career management process follows a very deliberate path as shown here.
79
Self-Assessment
These are often varying types of tests and exercises that can help employees learn about themselves, their interests and their strengths and weaknesses. The Thinking Styles, LSI, and Modality Inventories used in BUS 3345 are all examples of Self-Assessment. Others help to identify management styles, job interests, etc. Verizon Wireless for example uses an online system for employees to assess their current skills and then benchmark them against job openings in the company.
80
Reality Check
This step focuses on feedback from the manager (usually) on how well a person is performing and how well they fit in or meet the expectations of the organization. This may be part of the scheduled annual evaluations or a separate function devoted entirely to career development. At Coca Cola, the employee and the manager have a separate meeting to discuss an employee's career interests, strengths, and possible development activities.
81
Goal Setting
Goal setting usually includes such things as your skill level (strength and weaknesses), your work setting, how much you want develop/grow, etc. Goals are usually discussed with the manager to ensure they meet needs of organization.
82
Action Planning
These are written plans for documenting how you will achieve the goals set forth in the previous stage. The process is similar to the action plan discussed in the previous lesson on transfer of training. In some organizations the plans may include work or other opportunities outside the workplace such as volunteerism. For example at Ernst & Young, an employee spent 12 weeks in Buenos Aires providing free accounting services to a small publishing company.
83
Roles in Career Management 4 pp
Employees, Managers, HR, the company
84
Employees-Career Mgmt
Self-Assessment Self-Development Action Plan Create Visibility through Good Performance and Relationships Seek Challenge
85
Managers-Career Mgmt
Coaching Counseling Communicating Request Information from Other Company Resources
86
Company-Career Mgmt
Develop Systems to Support Career Management Develop Culture that Supports Career Management
87
HR-Career Management
Information and Advice Specialized Services (Testing, Counseling, or Workshops)
88
Succession Planning
Succession planning is the process of identifying and developing the future leadership of the company. This is especially important given that a great deal of the current workforce are baby boomers will be soon retiring or reducing their participation in organizations, creating vacancies at all managerial levels. Succession planning generally involves the following actions by the organization: (1) The process requires management to systematically review leadership talent in their company. (2) It provides a set of development experiences that managers must complete in order to be considered for top management positions. (3) The program helps attract and retain top-level talent, as well as providing development opportunities for lower level management to prepare them for future senior leadership positions.
89
Review/Related (Ropes)
designed to tie the teacher, audience, and material together in a preview. Its necessary to do this so that the audience can be more engaged and compelled to pay attention.
90
Overview
designed to give the audience a preview of what they're expected to learn, how its relates to their job, and why its important. 1)cover objectives 2)The Agenda 3)Why its important
91
Present
this step is the entire point of training. This is when you teach the learners the required SKA's. If this material is not presented well, the audience will not learn, and you investment is wasted. (Lecture, visuals,audiovisuals, demonstration, read textbook/handouts)
92
Exercise
this step is to keep the audience engaged, and to assure the learning process was successful.
93
Summarize
this step is quite self explanatory. It is designated to 1) review objectives 2) to take questions if any.
94
Dynamic v. Static Media
Dynamic: Video, tape, anything that constantly changes. Static: Picture, projection, etc.
95
Do's for Visual Aids
1)PRACTICE: before you use anything, make sure you are familiar with the equipment. 2)BE PREPARED/HAVE A BACKUP: ex, have paper copies of your power point, if something were to go wrong 3)PAUSE TO PREVIEW, allow it to help deliver the content
96
Don't for Visual Aids
1)Don't put TOO MANY WORDS on the screen! 2)Don't READ EXACTLY from the slide. 3)Don't get carried away with CRAZY COLOR SCHEMES 4) overuse of transitions 5)Don't make it SLOPPY WORK
97
Improving Presentation-Verbal
1) voice characteristics (volume, pitch, projection, speed) 2) project to furthest person in the room. 3)Job of trainer is to inform not impress (don't use a ton of intense vocab)
98
Improving Presentation-Nonverbal
1) dress appropriately 2)maintain good eye contact 3)Movement and gestures (move around the room, no nervous habits or physical barriers) 4) Unconscious Body language: nervous habits, stone cold facial expression
99
Improving Presentation-Active Classroom
1)Ask questions 2)exercises and games 3)20 minute rule
100
Improving Presentation-Do's
1)Practice all the way through w/ visual aid and in room 2) Start ON TIME 3) ID performance objectives 4)Personalize training session
101
Improving Presentation-Don't
1) Don't get defensive 2)Apologizing 3)create artificial or actual barriers (podium, etc)
102
Formative Evaluation
Occurs during a training session
103
Summative Evaluation
Occurs after a training session
104
Kirkpatricks Model- Level 1: React
How the participants react to the training afterward.
105
Kirkpatricks Model- Level 2:Learning
Evaluation of what is learned (hopefully the learning objectives)
106
Kirkpatricks Model- Level 3: Job Behavior/Transfer
Purpose is to find out if the training transferred to how participants do their job after training. How do they change their on the job behavior?
107
Kirkpatricks Model- Level 4: Organizational Results
If the training program led to positive results in the organization. Ex; interviews w/ customers or senior management, Researching work/production records (HR Data), Surveys of employees
108
# reverse
help a learner zoom in on what information is important. Ex; pneumonic devices, acronyms, flash cards
Cognitive Strategies
109
# reverse
how a person views their capacity to learn at that time.
Self Efficacy
110
# reverse
a learning theory that is a relationship of actions and consequences. Ex; positive reinforcement, negative reinforcement, punishment
Learning Theory: Reinforcement Theory
111
# reverse
learning theory that focuses on 4 (or 3) elements being: verbal persuasion, logical verification, modeling, past accomplishments
Social Learning Theory
112
# reverse
all about giving someone encouraging words to improve self efficacy; making them believe they are capable of learning through positive words
Verbal Persuasion (Social Learning Theory)
113
# reverse
Trainers or managers can link a new skill or task to on e that they have already been successful in. This boosts self-efficacy.
logical verification (Social Learning Theory)
114
# reverse
watching someone else who is a peer successfully accomplish the task or skill being learned by the trainee.
Modeling (social learning theory)
115
# reverse
allowing employees to build a history of successful accomplishments. If managers place employees in a position in which they are likely to succeed, they will have a more positive outlook on learning new things.
Past Accomplishment
116
# reverse
people will act when they have a conscious goal to accomplish. This directs their energy and attention
Goal Setting Theory (Goal Theories)
117
# reverse
If a trainee personally sets a goal of what they want to get out of training or what they want to learn more about.
Goal Orientation (Goal Theories)
118
# reverse
Related to trying to increase ability or competence in a task
Learning Orientation (goal theories)
119
# reverse
a need motivates a learner because without learning the skill or competency, they will be losing something that is necessary for life to continue. Ie; Maslow's Hierarchy, Alderfer, and McClelland.
Need Theories
120
# reverse
comparative learners who review their performance throughout the learning process and see how they stack up against their peers.
Performance Orientation (goal theories)
121
# reverse
if higher level needs aren't met, revert to lower level needs
Alderfers Theory (Need Theory)
122
# reverse
Needs for achievement
McClelland (Need Theory)
123
# reverse
AKA Androgogy 1. Need to know why 2. Self Directed 3. Bring more work-related experiences. 4. Problem-centered approach 5. Motivated to learn intrinsic and extrinsic
Adult Learning Theory
124
# reverse
Science of teaching children 1. Passive learners 2. Do not bring any former experience to enrich learning.
Pedagogy
125
# reverse
The theory of how your brain processes information. Ex: stimulus/message-\> receptors-\>sensory register-\>Short-term memory-\>longterm memory-\> response generator-\> effectors, etc.
Information Processing Theory
126
# reverse
mental state that the learner brings to the instructional process. This contributes to the learning process because a learner must be ready to learn, or have high self efficacy, and understood why they are there.
Expectancy theory
127
# reverse
Learning by experience; relating to people;being sensitive to feelings and people.
Concrete Experience (Learning Phase)
128
# reverse
learning by reflecting; observing carefully before making judgements; viewing issues from different perspectives; looking for the meaning of things.
Reflective Observation (learning phase)
129
# reverse
learning by thinking; Analyzing ideas logically; planning systematically; acting on an intellectual understanding of a situation
Abstract Conceptualization
130
# reverse
learning by doing; showing the ability to get things done; taking risks; influencing people and events through action
Active Experimentation
131
# reverse
if you have both Concrete experience and reflective observation, you tend to have this learning style. Your preference may be to consider a situation from differing perspectives. you tend to diverge from conventional solutions, coming up with alternative possibilities.
Diverging Learning Style
132
# reverse
If you tend to use approaches that include reflective observation and Abstract Conceptualization, you probably prefer this style. You may be interested in absorbing the learning experience into a larger framework of ideas. You tend to assimilate information into theories or models.
Assimilating Style
133
# reverse
tend to approach the learning process by focusing on Abstract conceptualization and Active Experimentation, you probably prefer this style. You may enjoy gathering information to solve problems. You tend to converge the correct solution.
Converging Style
134
# reverse
If your learning modes involve Active Experimentation and Concrete Experience, you may find yourself using this style. If you prefer this, you may want to put ideas that you have practiced into action, finding still more uses for whatever has been learned. you tend to accommodate, or adapt to, changing circumstances and information.
Accommodating
135
# reverse
someone who is comfortable with a variety of learning modes.
Balancing style
136
# reverse
A-Analyze D-Design D-Develop I-Implement E-Evaluate
ADDIE method
137
# reverse
aka “Needs Assessment” Investigate/determine (perceived) training problem Some form of analysis Organizational Job: Task & People
A-Analyze Needs
138
# reverse
Usually in form of a proposal Must be based on the findings of the needs assessment Purpose of the training and specifically who to train Identifies what content to train (KSA) expressed as Training Objectives Determine delivery method
D-Design
139
# reverse
Prepare training materials Training outline/plan Student handouts Training/visual aids Tests and exercises
D-Develop
140
# reverse
Training delivery Assign trainer(s) Conduct the training Verify competency w/tests, exercises, etc.
I-Implement
141
# reverse
Continuous process Focus on effectiveness/results of training, not individual scores Evaluate each phase (formative) Evaluate overall results (summative)
E-Evaluate
142
# reverse
1) New Tech 2) Lack of basic skills 3) customer requests 4) legislation
4 Pressure Points for Training need
143
# reverse
Optimal, Actuals, Feelings, Causes(or Problems), Solutions, Who
6 Elements to Consider in Needs Assessment
144
# reverse
Management, SME's, Job Incumbents(potential trainees, the actuals), Trainers
Who Should Participate in Needs Assessment?
145
# reverse
questionnaires 2-Interviews/Focus Groups 3-Research Documentation
What Techniques are used to gather info in a needs assessment?
146
# reverse
Cognitive, Psychomotor, Affective
3 Domains of Learning
147
# reverse
KSA's-WHAT is learned; Learning Domains-HOW its learned
Difference Between KSA's and Learning Domains
148
# reverse
1-Performance 2-Condition 3-Standard
3 Components of Well Written Training Objective
149
# reverse
Gives learner a preview of what they are going to be accomplishing. Always uses an action verb; do not use words that are ambiguous such as learn, know, understand, and appreciate
Performance
150
# reverse
Give learners an idea of how they will be learning it.
Condition
151
# reverse
gives learners an idea of expectations of success of mastery.
Standard
152
# reverse
includes knowledge and intellectual skills, ie; concepts, principles, and applications such as: define terms, prepare a budget, determine appropriate content for your own resume, determine the HR needs for a long range plan.
Cognitive Domain
153
# reverse
usually call for accuracy of the information to a certain standard. Ex; with 80% correct responses, according to criteria in a policy or textbook, within certain time constraints
Standards (cognitive)
154
# reverse
address the "physical" skill or performance of the learner and therefore addresses the manipulation of objects, tools, supplies, or equipment. Ex; typing a letter, driving a vehicle, operating equipment
Psychomotor Domain
155
# reverse
need to describe the necessary materials or environment, such as; in a stimulating business situation, using MS Word, and a PC, in any type of driving condition
Conditions (Psychomotor)
156
# reverse
relate to the actual performance or finished product and to necessary level of performance. Appropriate criterion might include accuracy within a certain tolerance limit, speed, degree of excellence, reference to other material outlining for criteria of judgement
Standards (Psychomotor)
157
# reverse
involves feelings, attitudes, or sensitivities toward other people, ideas, or things. Training in this domain will usually involve making choices, the importance of something, why its required.
Affective Domain
158
# reverse
situations in which learners need to demonstrate basic or entry level attitudes required. Ex; upon completion of the unit on personnel relations, at all time within the laboratory, in the actual work situation.
Conditions (affective)
159
# reverse
both this and performance statement may contain an action word or verb
Standard (Affective)
160
# reverse
recognition and recall of facts and specifics
Knowledge (#1 Level of Cog. Domain)
161
# reverse
Explains, interprets, classifies, or describes information
Comprehension(#2 of Cog. Domain)
162
# reverse
Uses info in a situation different from original learning context. ex; determining, solving, or predicting.
Application (#3 of Cog. Domain)
163
# reverse
Separates whole into parts, until relationship among elements is clear. Ex; distinguishing, differentiating, and correlations.
Analysis (#4 of Cog. Domain)
164
# reverse
combines elements to form a new entity from original one; interprets and reconstructs for example
Synthesis (#5 of Cog Domain)
165
# reverse
involves acts of decision making, judging, or selecting based on criteria and rationale; examples are concludes, and decides.
Evaluation (#6 of Cog Domain)
166
# reverse
Real-time Instructor-led Examples include chat room, teleconferencing or videoconferencing
Synchronous E-Learning
167
# reverse
Asynchronous Learning: Trainees learn independently Trainers/learners interact occasionally or not at all Examples include self-paced modules via Internet or CD/DVD, or supplements to synchronous training
Asynchronous E-learning
168
# reverse
When… Training offered only once Learners require personal attention Specific skills need to be taught and verified (usually hands-on) Training must take place right away/soon
Instructor Led
169
# reverse
When… Audience has wide range of abilities Audience spread out geographically Specific skill needs to be taught repeatedly or recurring need for same training Match learner’s style or schedule
Mediated Learning
170
# reverse
The pattern of work-related experiences and activities over the span of a person's work life. This includes an employee's position, job experiences, and tasks that are influenced by his or her values, needs, and feelings.
Career
171
# reverse
The process through which employees become aware of their own interests, values, strengths, and weaknesses. Employees obtain information about job opportunities within the company, identify career goals, and then establish action plans to achieve these goals.
Career Management
172
# reverse
The failure to motivate employees to plan their careers can result in (1) a shortage of employees to fill open positions, (2) lower employee commitment, and (3) inappropriate use of monies allocated for training and development programs.
Corporate Perspective of Career Management
173
# reverse
Lack of career management can result in (1) frustration, (2) feelings of not being valued in the company, and (3) being unable to find suitable employment should a job change be necessary due to mergers, acquisitions, restructuring, or downsizing.
Employee Perspective of Career Management
174
# reverse
Employees' energy to invest in their careers, their awareness of the direction they want their careers to take, and their ability to maintain energy and direction despite barriers they may encounter.
Career Motivation
175
# reverse
The extent to which employees are able to cope with problems that affect their work.
Career Resilience
176
# reverse
(1) Involves how much employees know about their interests and their strengths and weaknesses. (2) The awareness of how employees' perceptions relate to their career goals.
Career Insight
177
# reverse
The degree to which employees define their personal values according to their work
Career Identity
178
# reverse
Generally dictated by the organization with emphasis on advancement and job security. Organization's best interests are the primary focus.
Traditional Careers
179
# reverse
A more current focus with additional emphasis on self-direction and individual success on the job. The employee's best interest are the primary focus
Potean Career
180
# reverse
Exploration, establishment, maintenance, disengage
4 Stages of a Career
181
# reverse
Employees attempt to identify the type of work that interests them. They consider their interests, values, and work preferences and they seek information about jobs, careers, and occupations from co-workers, friends, and family members.
Exploration
182
# reverse
Employees find their place in the company, focus in making an independent contribution, achieve more responsibility and financial success, and establish a desirable lifestyle. They are considered to be colleagues.
Establishment
183
# reverse
Employees find their place in the company, focus in making an independent contribution, achieve more responsibility and financial success, and establish a desirable lifestyle. They are considered to be colleagues.
Maintenance
184
# reverse
Employees who late in their careers prepare for a change in the balance between work and non-work activities. They may take on the role of sponsor. Example -- provides direction to other employees, represents the company to customers, initiates actions, and makes decisions.
Disengagement
185
# reverse
Self Assessment, Reality check, goal setting, action planning; in the corporate world vary in levels of emphasis and effectiveness but most all include the same four elements as listed below. The career management process follows a very deliberate path as shown here.
Career Management Systems-4 parts
186
# reverse
These are often varying types of tests and exercises that can help employees learn about themselves, their interests and their strengths and weaknesses. The Thinking Styles, LSI, and Modality Inventories used in BUS 3345 are all examples of Self-Assessment. Others help to identify management styles, job interests, etc. Verizon Wireless for example uses an online system for employees to assess their current skills and then benchmark them against job openings in the company.
Self-Assessment
187
# reverse
This step focuses on feedback from the manager (usually) on how well a person is performing and how well they fit in or meet the expectations of the organization. This may be part of the scheduled annual evaluations or a separate function devoted entirely to career development. At Coca Cola, the employee and the manager have a separate meeting to discuss an employee's career interests, strengths, and possible development activities.
Reality Check
188
# reverse
Goal setting usually includes such things as your skill level (strength and weaknesses), your work setting, how much you want develop/grow, etc. Goals are usually discussed with the manager to ensure they meet needs of organization.
Goal Setting
189
# reverse
These are written plans for documenting how you will achieve the goals set forth in the previous stage. The process is similar to the action plan discussed in the previous lesson on transfer of training. In some organizations the plans may include work or other opportunities outside the workplace such as volunteerism. For example at Ernst & Young, an employee spent 12 weeks in Buenos Aires providing free accounting services to a small publishing company.
Action Planning
190
# reverse
Employees, Managers, HR, the company
Roles in Career Management 4 pp
191
# reverse
Self-Assessment Self-Development Action Plan Create Visibility through Good Performance and Relationships Seek Challenge
Employees-Career Mgmt
192
# reverse
Coaching Counseling Communicating Request Information from Other Company Resources
Managers-Career Mgmt
193
# reverse
Develop Systems to Support Career Management Develop Culture that Supports Career Management
Company-Career Mgmt
194
# reverse
Information and Advice Specialized Services (Testing, Counseling, or Workshops)
HR-Career Management
195
# reverse
Succession planning is the process of identifying and developing the future leadership of the company. This is especially important given that a great deal of the current workforce are baby boomers will be soon retiring or reducing their participation in organizations, creating vacancies at all managerial levels. Succession planning generally involves the following actions by the organization: (1) The process requires management to systematically review leadership talent in their company. (2) It provides a set of development experiences that managers must complete in order to be considered for top management positions. (3) The program helps attract and retain top-level talent, as well as providing development opportunities for lower level management to prepare them for future senior leadership positions.
Succession Planning
196
# reverse
designed to tie the teacher, audience, and material together in a preview. Its necessary to do this so that the audience can be more engaged and compelled to pay attention.
Review/Related (Ropes)
197
# reverse
designed to give the audience a preview of what they're expected to learn, how its relates to their job, and why its important. 1)cover objectives 2)The Agenda 3)Why its important
Overview
198
# reverse
this step is the entire point of training. This is when you teach the learners the required SKA's. If this material is not presented well, the audience will not learn, and you investment is wasted. (Lecture, visuals,audiovisuals, demonstration, read textbook/handouts)
Present
199
# reverse
this step is to keep the audience engaged, and to assure the learning process was successful.
Exercise
200
# reverse
this step is quite self explanatory. It is designated to 1) review objectives 2) to take questions if any.
Summarize
201
# reverse
Dynamic: Video, tape, anything that constantly changes. Static: Picture, projection, etc.
Dynamic v. Static Media
202
# reverse
1)PRACTICE: before you use anything, make sure you are familiar with the equipment. 2)BE PREPARED/HAVE A BACKUP: ex, have paper copies of your power point, if something were to go wrong 3)PAUSE TO PREVIEW, allow it to help deliver the content
Do's for Visual Aids
203
# reverse
1)Don't put TOO MANY WORDS on the screen! 2)Don't READ EXACTLY from the slide. 3)Don't get carried away with CRAZY COLOR SCHEMES 4) overuse of transitions 5)Don't make it SLOPPY WORK
Don't for Visual Aids
204
# reverse
1) voice characteristics (volume, pitch, projection, speed) 2) project to furthest person in the room. 3)Job of trainer is to inform not impress (don't use a ton of intense vocab)
Improving Presentation-Verbal
205
# reverse
1) dress appropriately 2)maintain good eye contact 3)Movement and gestures (move around the room, no nervous habits or physical barriers) 4) Unconscious Body language: nervous habits, stone cold facial expression
Improving Presentation-Nonverbal
206
# reverse
1)Ask questions 2)exercises and games 3)20 minute rule
Improving Presentation-Active Classroom
207
# reverse
1)Practice all the way through w/ visual aid and in room 2) Start ON TIME 3) ID performance objectives 4)Personalize training session
Improving Presentation-Do's
208
# reverse
1) Don't get defensive 2)Apologizing 3)create artificial or actual barriers (podium, etc)
Improving Presentation-Don't
209
# reverse
Occurs during a training session
Formative Evaluation
210
# reverse
Occurs after a training session
Summative Evaluation
211
# reverse
How the participants react to the training afterward.
Kirkpatricks Model- Level 1: React
212
# reverse
Evaluation of what is learned (hopefully the learning objectives)
Kirkpatricks Model- Level 2:Learning
213
# reverse
Purpose is to find out if the training transferred to how participants do their job after training. How do they change their on the job behavior?
Kirkpatricks Model- Level 3: Job Behavior/Transfer
214
# reverse
If the training program led to positive results in the organization. Ex; interviews w/ customers or senior management, Researching work/production records (HR Data), Surveys of employees
Kirkpatricks Model- Level 4: Organizational Results
