Final Exam Second Deck Flashcards
(99 cards)
1
Q
Explain the purposes of training objectives in terms of their importance to trainers, trainees, and managers providing at least one example for each
and what 3 components should a written training objective have
A
Trainers: to help the trainer choose which methods or techniques they’ll use in training and to help them write the contents of training and help them to evaluate the success of the training program
Trainees: tell the trainees what they should be able to do by the end of the training program
Managers: tell the managers what the trainees will be doing in training so they know what behaviours to look out for, which ones to reward and how to give them the opportunity to use those taught in training
3 components:
performance: what they will be able to do at the end of training
condition: when and where they’ll exhibit the behaviour
criterion: the level they’ll perform at that is considered acceptable
2
Q
compare and contrast the advantages and disadvantages of developing training programs internal vs purchasing packaged programs
A
advantages:
internal: creating a training program can ensure its tailored for the organization and it can be specific to the organization’s goals, strategy and values.
external purchase: don’t have to spend anytime making the training program you can have it as soon as you purchase it
disadvantages:
internal: takes a long time to create one from scratch, might be expensive
external: not as customizable as making your own
3
Q
Active practice
A
active practice is where trainees can practice what is being worked on in training during the training session. They may also receive feedback.
4
Q
describe the differences between massed and distributed practice and explain benefits of each
A
Massed practice is when you learn or study information all in one sitting without breaks.
distributed practice is when you learn or study information over multiple sessions, so training sessions are broken into smaller sessions with time in between.
Distributed practice is usually better for retaining the information, but massed practice is better for when there is a time constraint on training
5
Q
distinguish between error training and error-avoidant training
A
error training is when you only provide very loose instructions and encourage trainees to try different things to get to the end result, encouraging them to make mistakes
Error-avoidant training is when you give rigid instructions that are step-by-step and encourage them to not make mistakes. If the trainee makes a mistake the trainer tells them how to fix it immediately.
6
Q
What is the purpose of providing trainees with feedback and knowledge of results and what are the five reasons that feedback is critical for learning.
A
the purpose of providing trainees with feedback and knowledge of results is to give them an indication of how they are performing.
5 reasons feedback is critical for learning is:
- if they do something correct and receive positive feedback for it (positive reinforcement) they are more likely to do it again
- Tells them if they’re doing the task right
- helps them feel more confident in what they’re doing
- helps them feel more engaged with training because they’re getting a chance to use the training material and hear if they’re doing it correctly
- helps them set goals
7
Q
What is the meaning and purpose of active learning and how do you design a training program for active learning?
A
active learning is when trainees have control over their own learning so they can apply what the learn to a variety of different situations.
error management, emotional control, and exploratory learning
8
Q
What is error-management training and is it more effective than error-avoidant training? When is it more or less likely to be more effective?
A
error management training is when the trainer encourages trainees to make mistakes.
it’s more likely to be effective in situations where they have to apply the skill taught in training in an environment that’s different than the training session environment
it’s less likely to be effective in situations where you’re doing the same task you learned in training in the same setting
9
Q
T/F the notion of metacognitive strategies include 2 primary functions, control and monitoring
A
true
10
Q
T/F attention advice has been found to have a negative effect on skill based learning
A
false
11
Q
T/F Bloom’s taxonomy of learning objective includes 6 main categories: remember, understand, apply, analyze, synthesize and create
A
false
12
Q
A well written training objective should closely resemble which of the following part of the needs analysis process
A
task analysis
13
Q
what are the 2 most important factors to consider when making a purchase decision for a training program
A
cost of the program and number of potential applicants
14
Q
which of the following conditions of practice would be classified as a pre-training intervention
A
deciding to have mastery goals in the program
15
Q
an instructor provides students with a diagram of the needs analysis process. what type of pre-training intervention does this represent
A
advance organizer
16
Q
before a training session begins, a group of trainees get together to determine and agree on team roles and responsibilities as well as team performance expectations for the group. what pre training intervention is this
A
pre-practice brief
17
Q
what is the term for the traditional approach of teaching trainees to reproduce specific behaviours in similar settings than those experienced in training
A
routine expertise
18
Q
which stage in the model of training effectiveness includes elements of active practice and conditions of practice
A
training design
19
Q
what is the term describing the extent to which trainees are cognitively, physically, and emotionally immersed in the training content
A
learner engagement
20
Q
what is not a term in bloom’s taxonomy of learning
A
synthesize
21
Q
if a trainer wants to make the training content of training program meaningful to trainees what should they do?
A
rich in associations and easily understood by trainees
22
Q
identify and briefly describe the benefits and limitations of self-directed learning.
A
self directed learning means that you set the pace for your own learning and how much of an understanding of the learning you want to have.
benefits: can move at your own pace and not at the pace of the instructor, meaning if you need to spend more or less time on a certain subject you can, might also work better for people’s schedules because you pick the time you learn, can also help you learn the things you’re interested in
limitations:
you might spend not enough time on a topic that is important and then not have a good enough understanding of the topic
23
Q
Briefly compare and contrast technology-based training and traditional training methods
A
technology based training means using technology to deliver training information such as a webinar, webcast, e-learning etc.
traditional training is when you’re not using technology to deliver training information such as behaviour modelling training
24
Q
Define the terms “synchronous training” and “asynchronous training,” and provide an example for each.
A
synchronous training is when the training is delivered over the internet but it’s live with the instructor and they engage with the trainees in real time.
asynchronous training is pre-recorded training modules that the trainee can do at anytime in a given deadline. They don’t interact with the instructor in real time but can through discussion boards etc.
25
Why would a company use synchronous training given that it is much less flexible (from the trainee’s perspective) versus asynchronous training?
offers more human connection and more opportunities for interaction if it's live, trainees can ask questions as they think of them
26
Define and describe at least two advantages and disadvantages of online and distance education.
online and distance education is taking courses to learn information via the internet.
advantages:
-trainees can learn without having to commute somewhere
-trainees can learn outside of work hours and make it work with their schedules
-can have unlimited enrollment
disadvantages:
-expensive for organizations to implement
-can't monitor the trainee's progress on course as easily
27
a) What is an “electronic performance support system”?
b) Describe how an electronic performance support system may be used by a salesperson in supporting greater sales for a company.
an electronic performance support system is a tech tool trainees have access to that has information that can help them perform their job. It is like job aid that is available through the internet.
b) it may be used by a sales person in supporting greater sales for a company by providing the sales person with information and details about all the products the organization carries, the price of those products, any discounts they can offer as well as any information they can send to the potential customer. All of these things make the job easier and faster for the sales person, allowing them to make more sales consults per day and increase productivity.
28
Describe online and distance education and discuss two new developments.
online and distance education is taking courses to learn information via the internet.
2 new developments that are part of online and distant education are small private online courses and massive open online courses.
small private online courses are ones that train or teach a specific topic with limited enrolment
massive open online courses are ones that are offered online and have unlimited enrolment
29
What are synthetic learning environments (SLEs)? Discuss two examples of SLEs
a synthetic learning environment is when you use technology to augment or create a artificial world in the real world for the trainee to experience a task in a setting it would typically appear in.
2 types of SLEs are virtual reality and augmented reality. they are similar but with virtual reality they use computers to recreate an actual environment, so the whole environment is virtual but with augmented reality they incoroporate computer generated worlds into the actual real world to augment reality
30
What is mobile learning and what are its advantages and disadvantages?
mobile learning is training that takes place on a mobile device.
advantage: device can be taken anywhere training can happen at anytime
disadvantage: trainees might not focus as much if they're learning training material on their personal phone, and might have a problem separating personal enjoyment on phone with organizational training
31
What is learner control and what effect does it have on learning? What can be done to make learner control more effective for learning?
learner control is how much control the trainee has on their own training, such as the order they learn material, and what material they choose to learn.
effect on learning: it might make learning worse because people have a hard time being objective and they might think they understand a topic when they actually do not, making learning worse. It could however also increase learning because if people get to choose what they learn and when they might have more intrinsic motivation in the topic.
to make learner control more effective for learning: trainers can allow trainees to make decisions about their learning within reason, they can for example say you have to have this much of the material done by next week, however you can pick the day you do it. Doing so allows the trainer to still maintain some structure for the training program. They can also provide guidance for the best way to learn the material as per gagne briggs 9 events of instruction.
32
T/F generative learning allows individuals to initiate control what they learn, when and how in a collaborative environment
true
33
T/F personalization refers to structuring a training program so that trainees feel they are engaged in a conversation with the program
true
34
just in time training is a term in TB that embodies one of the salient benefits of computer based training
True
35
T/F computer simulations are being used across a variety of training themes including soft skills
true
36
T/F the major disadvantage of computer based training for organization is the cost of system maintenance especially for sophisticated multimedia programs
false
37
T/F self paced online delivery or e learning is the most used tech training method
True
38
what is one benefit of an electronic performance support system
provide only information that is needed
39
which instructional method describes the process of addressing individual trainee's preferences and needs
customization
40
according to the TB, what is the salient issue with the modality principle
audio tech, rather than on screen text, should be used to present the info
41
which of the following terms describes a self-initiated and learner controlled form of collab learning in which individuals in a social network share ideas and info and in the process solve problems and create new knowledge
generative learning
42
what is one disadvantage of computer based training
does not accommodate diff learning styles
43
what is not a benefit of Web 2.0 technologies
tends to restrain learner self initiation and control
44
which of the following statements is aligned with evidence provided in TB comparing computer-based training to classroom training
both are equal in teaching procedural knowledge
45
What is a trainability test? How is it useful for training employees?
a trainability test is a test given to employees to assess if they person can learn and if they will be successful in a training program
it is useful for training employees because it can identify which employees would benefit the most from training and how to best design the training program for those employees
46
Discuss the significance of the climate of learning. Name and describe the four elements that constitute the climate of learning.
learning climate is the degree to which the environment that training takes place in is conducive to learning. If the trainee feels relaxed it can help them learn and retain the information better.
the 4 elements that constitute climate of learning are:
pre-arrival factors: giving the trainees info about what they're being trained on, any information they need before training, time and place of training, etc.
greeting participants: greeting the participants as they enter the training facility
trainer characteristics: how the trainer treats the trainees, if they listen to them, answer their questions, are kind
training location characteristics: how the room is set up
47
Define an event of instruction and briefly discuss Gagne’s nine events of instruction.
events of instructions means things that can structure a training session to help trainees learn the information better.
1. gain attention
2. list training objectives
3. stimulate recall of prior knowledge
4. present material to be learned
5. guide learning
6. elicit performance practice
7. give feedback
8. assess performance
9. enhance transfer and retention
48
What is the meaning and purpose of seductive details and what is the seductive details effect? What does the research say about the effects of seductive details?
seductive details is when the trainer gives irrelevant but interesting details during the training session that are not necessary for the training objectives or content. The purpose is to keep trainees interested in the content by making it more interesting.
the seductive details effect is when those irrelevant details hinder the trainee's ability to learn and remember training information.
research says that it can help trainees be more engaged with training if they already have a lot of background in the training subject, but not for people with not a lot background knowledge.
49
T/F there is no one best way to organize training content, since it will depend on the nature of the content and trainees
true
50
T/F one of the most effective means of overcoming a poor training is having a robust and detailed lesson plan
false
51
T/F trainers can generate interest and increase trainees motivation by using seductive details in the delivery of the training program with physical animation of linguistic devices
false
52
T/F according to Donald Kirkpatrick, 3 decisions needs to be made when selecting participants for a training program 1. who can benefit 2. what programs are required by law 3. should training be voluntary or compulsory
False
53
T/F asking trainees to explain how the material presented in training may be used at work results in greater retention and transfer
true
54
Donald Kirkpatrick says companies needs to make decisions when selecting candidates for training programs, which of the following is a question that Kirkpatrick suggests should be asked
which training programs are mandated by law
55
which is not influenced by seating arrangements at a training event
learning transfer and management support
56
what have traininablilty tests most often been used for
psychomotor skills
57
which of gagne briggs events is associated with what's in it for the trainee
gain attention
58
which of gagne briggs events of instruction supports the notion of having trainees reflect on their weaknesses, prioritize actives, and evaluate one's progress
provide guidance for learning
59
describe and distinguish between the terms “horizontal transfer” and “vertical transfer.”
horizontal transfer is transferring knowledge to different situations on settings at the same organizational level
vertical transfer is transferring knowledge from the individual level to the organizational level, essentially how learning at an individual level in training can affect the entire organization's output
60
List at least six barriers to transfer of training
Identify potential strategies organizations can use to mitigate the six barriers you have identified.
-skills aren't relevant to the job anymore
-manager doesn't support the training
-no opportunity to use the learned skills on the jobs
-couldn't break the old habits to form new behaviours
-job is too busy to have the time to apply new skills
-organizational culture doesn't foster training
To mitigate these barriers the organization can make sure their job analysis and job descriptions are up to date to ensure the skills they are training are relevant to the job, they can provide information about the benefits of training to managers which can affect how the organization looks at benefits of training too, they can provide rewards for trainees who exhibit the new behaviour, they can also increase number of staff so the trainee has opportunity to use their new skills without the work being too busy
61
Describe things that management can do before, during, and after training to improve the transfer of training.
before training: pick who needs to be trained, explain to trainees how they will benefit from training, give employees time to go to training and figure out who will do their work while they are away
during training: attend the training program so they know what the employees are being trained on
after training: give the employees opportunity to apply their learned training material, reward then when they do
62
Describe activities trainees can do before, during, and after training to improve the transfer of training.
before training: read all of the pre-arrival training information to be prepared for training
during training: participate in the training, listen to trainer, figure out how they can apply to their job
after training: apply the training to their job asap, ask manager for oppurtunities to apply training
63
What is a transfer of training intervention and what is the purpose of such interventions? Briefly describe two transfer of training interventions
transfer of training interventions are things that are implemented at the end of a training program to help the retention and transfer of material learned in program.
purpose is to help the trainees with how they can apply learning and make it more likely they will apply the training information to their job
2 training interventions:
are relapse prevention and goal setting.
relapse prevention is where the trainer tells trainees they will experience obstacles and high risk situations where relapse is likely and develop strategies on how they can avoid/over come them
goal setting: is where you tell trainees how to set goals for how they can use the trained material in their job making it more likely it will transfer
64
What are post-training supplements and what is the purpose of them? Briefly describe two post-training supplements.
post training supplements are a type of training intervention that happens after training, while on the job
purpose is to help trainees to apply the training while they are physically on the job
2 post training supplements are upward feedback and booster sessions
upward feedback is when trainees are informed of how much they used the new training information and how their managers think they are doing with performance of the trained behaviour
booster sessions is when trainees are provided with a refresher session after the training program is over
65
T/F neutral transfer of training is a term used in the TB to describe situations whereby what was learned in training is transferred to the job site with slight medication or adapted to new situations
False
66
T/F baldwins and ford's model of transfer of training process has 3 main factors including training inputs training output and organizations
false
67
T/F according to the the tb if successful transfer of training is too occur, a collaborative climate must be established among 4 key variables: trainees, supervisors or managers, trainers and customers
False
68
T/F evidence appears to support the notion that in order for transfer to occur, managers should follow the following steps: 1 create a transfer of training plan for employees, 2 introduce the action plan to trainees upon completion of the training program
false
69
what are the 2 characteristics of the work environment considered in balwin and fords models of transfer or training process
pre-trying environment and post training environement
70
which of the following factors is NOT included in the readiness to learn formula
actual work environment
71
you are a HRM for a large company, your managers have just completed a training program designs to improve mangers interpersonal skills. which post training supplements would you suggests the company use based on evidence provided in tb
self coaching and upward feedback
72
Identify and briefly describe the four categories of the COMA training evaluation model.
The coma model evaluates training on 4 difference variables: cognitive, organziational, motivation, and attitudinal. Each area is evaluated and when each area receives a positive score transfer is more likely.
cognitive variables: how much procedural and declarative knowledge the trainee has learned from the program
organizational variables: how much the work environment fosters learning, how much opportunity the trainee has to use training skills, how much the organization supports the trainee
motivational variables: how much the trainees want to learn the skills in training and how much the want to apply the learned skill on the job
attitudinal: how the trainee feels about the training and how confident they feel about applying the material
73
Identify the four levels of Kirkpatrick’s hierarchical model of evaluation and briefly explain the concerns with it.
b) What is the fundamental difference between Level 4 and Level 5 (the new addition to the original four levels of Kirkpatrick’s model)?
level 1: reactions, did the trainers enjoy the training session
level 2: learning did the learn the material
level 3: behaviour, did the training change their behaviour on the job
level 4: results, did the training affect the organizational outcomes
Concerns:
the model makes the assumption that all 4 levels are correlated with each other, but upon analysis its found they really aren't, and that each level will influence the next one, when they really might not have any affect on each other.
level 5 which is new is return on investment. the difference between level 4 and 5 is that level 4 is just measuring the results the training has on an organization, but it might not include a numerical value, whereas level 5 puts a number to how much the training cost vs how much benefits they got out of it.
74
. Why would management be interested in a revision of Kirkpatrick’s model that includes a fifth element, and are there situations when calculating a return on a training investment is not practical?
management might be interested in revision of Kirkpatricks's model because they want to have a number to see the benefits of training. also having a number can help management see the benefits of training better, and help see it as an investment instead of an expense. There are situations where return on training investment is not practical, like when the benefits to training aren't easily quantifiable, such as soft data
75
Compare and contrast the concepts of perceived support and anticipated support.
perceived support is now much support the trainee feels they get when applying the trained skills when on their job. anticipated support is how much support they predict they will get when applying skills on their job.
76
Explain the terms declarative learning and procedural learning, describe how each one can be assessed, and state which one is most important to training transfer.
declarative learning is when you learn facts and information
procedural learning is when you learn how to organize facts and information into a smooth behavioural sequence (apply it).
declarative learning can be assessed with tests and procedural with simulations.
procedural is more important for training transfer.
77
What is the Internal Referencing Strategy (IRS) and how does it work? Be clear about how it is used to evaluate a training program.
this is when you collect data from a group you train before training and after training. it measures 2 types of outcomes relevant outcomes to do with training, and irrelevant but germane outcomes, which is something training could've trained but did not. It is used to evaluate a program because if the change in relevant training outcomes is larger than the irrelevant, training program was successful. It essentially allows us to infer a causal relationship and that the training actually caused the increase in outcomes, and it was not just due to chance.
78
Describe the two types of barriers to training evaluation and provide examples of each type of barrier.
pragmatic: conducting training evals is too much work for the company and required too much information which is costly and time consuming. Example it takes time away from a supervisor to conduct this research which affects the productivity of the supervisor and then company.
political: trainers might not want to evaluate the training program if it shows that it wasn't that affective. They might not want to look like they did a bad job or feel threatened if someone evaluates the program, so they don't evaluate the program.
79
T/F a question such as has the training program resulted in payoffs for the organization is typically associated with summative evaluations
true
80
T/F measure of self-efficacy tend to focus on trainee's perceived level of support in transferring new skills
false
81
T/F utility reaction measures demonstrate some relationships to higher-level outcomes
true
82
what is a key advantage of the DBE model?
allows the program evaluator to modify the variables to be used in the evaluation process to meet specific situations
83
which 2 types of reaction measured have received the most attention in the literature
affective and utility
84
what kind of research design would you use if you had a very limited resources and were concerned only with measuring improvements in a group of trained employees
non experimental design
85
a training manager is concerned with whether the results of training are based on application of learned skills or some other external/internal variable. which type of data collection design would address these concerns
time series with control group
86
what factors need to be determined according to decision based evaluation model
target focus methods
87
Explain the differences between cost-effectiveness evaluation and cost–benefit evaluation.
cost effectiveness evaluation is when you compare the numerical cost of training to the numerical benefits in dollar value. An example of this could be increase in productivity on a assembly line. It deals with all the financial elements with objective number values.
cost-benefit evaluation is when you compare the numerical cost of the training to benefits in non numerical terms, such reducing turnover.
88
An appropriate approach to costing a training program is to group costs according to the nature or kind of cost. Using one of the approaches described in the textbook, identify potential groupings of costs and provide at least two examples of cost that would naturally fit into each of the groups or categories.
the 5 ways you can classify costs is direct cost, indirect costs, overhead costs, trainee compensation costs and developmental costs
direct cost: costs of pens needed for the training program
indirect cost: costs for administration of training programs
overhead costs: costs to light the building training is in
trainee compensation: cost to pay trainees while they are attending training
developmental cost: cost of doing the needs analysis
89
Define the term “return on investment” and explain how ROI on training is calculated.
compares how much it costs to do the training program vs the benefits in a dollar value you'll get from doing the training.
calculated by doing benefits-cost/cost
90
Briefly describe at least three reasons why many managers avoid the costing process when it comes to training.
b) What might senior management do to “encourage” training programs to include costing and some element of quantifiable benefits associated with specific training programs?
1. time consuming
2. they think its too hard to put some benefits into monetary values
3. they think its too complicated
They might encourage training programs to include costing and some element of quantifiable benefits to associated with specific training programs by telling the HR department that they need that information for them to perhaps choose which training program is most worth their while to implement, which will provide the most benefits to the organization
91
Briefly describe the three methods presented in the textbook for calculating the financial benefits of training and development programs (not including utility analyses).
b) For each method, calculate the financial value of the training program if the benefit is $10,000 and the cost of the program is $6,000.
net benefit = benefits- cost
=10,000-6000
=4000
return on investment = benefits - cost/cost
(10000-6000)/6000
0.67
benefit cost ratio = benefit/cost
10,000/6000
=1.66
92
why should trainers and HR professionals learn how to calculate and demonstrate the financial results of training and development investments?
management is all about numbers, if the trainers can provide numerical data to back up why the training program is important, its more likely to get picked.
Its also more likely management will see it as an investment over a cost if they see financial benefits to the training
and it also helps justfy the cost if they see they company is getting something out of it
93
T/F break even analysis can be very useful bc it helps eliminate the uncertainty assoicated with the estimates of various parameters used to calculate utility
True
94
Identify and briefly describe the four components all management development programs should include
skill assessment: see where people are at in terms of skill strength and weaknesses
skill acquisition: learn steps to acquire the skills
skill practice: active practice of the acquired skills
skill application: using the skills on your subordinates in your job
95
Define emotional intelligence, list the five key skill sets of EI, and explain its importance to management development.
b) Why is emotional intelligence an exciting notion from a training and development perspective?
emotional intelligence is the ability to identify and regulate your own emotions as well as other peoples
the 5 skills sets of EI are:
-motivation
-self awareness
-self control
-empathy
-interpersonal abilties
It's important in management because as a manager you are mainly working with managing people, being able to keep your emotions in check as well as help to deal with other people's emotions is important to being able to be a good manager
emotional intelligence is an exciting notion from a training and development perspective because emotional intelligence can be developed through training, people might be born with a certain predispostion to being high or low in EI but it can be worked on, which training and development can develop programs for
96
Identify and briefly describe the three general categories or clusters of skills that comprise the content of management development programs.
interpersonal skills: how to deal with people
technical skills: skills needed for the specific job in the specific industry
conceptual skills: how to solve problems
97
Explain the differences between management education and management training programs.
management education are formal education programs that teach knowledge needed for management at an educational institution such as an MBA
management training programs focus on developing a specific skill that will later be applied on the job
98
Managers are often under time pressure to make decisions, often picking a solution that suffices or meets their minimum requirements. The textbook describes four steps managers can take to avoid this “suffice” mentality, providing managers with an opportunity to make better decisions. What steps might managers take to improve their decision-making process?
1. Define the problem
2. create of alternative solutions
3. Evaluate and select of a solution
4. Implement the solution and follow-up if its successful
99
What is leadership? What is the difference between transactional and transformational leadership and what are the main tasks of each type of leadership?
leadership in management is where one person motivates and influences another person to work towards the goals of the organization
transactional leadership: telling people what to do, making it clear that there are specific rewards or punishments for behaviours. These type of leaders main tasks are to provide clarity for their subordinates with clear instructions
transformational leadership: when you work to inspire your subordinates so that they want to achieve the organization's goals. Their main tasks include understanding the feelings of their subordinates to help motivate them.
