Human Resource Development Flashcards
1
Q
human resource development
A
Uses training, development, change management, and performance management functions and initiatives to ensure that the KSAs and performance of the workforce will meet the short-term, long-term, emerging, and strategic objectives of the organization
2
Q
Copyright Act of 1976
A
He who creates it, owns it. Exceptions are work for hire, public domain, and fair use.
3
Q
work for hire copyright exceptions
A
an employer owns work an employee was hired to create as part of their normal job duties and work created by a freelance artist is owned by the person who commissioned the work.
4
Q
public domain
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if it’s 70 years after the author’s death, the work is in the public domain and may be used without permission.
5
Q
fair use doctrine
A
use of a work for the purposes of criticism, commentary, news reporting, or teaching (including multiple copies for classroom use, scholarship, or research) is not an infringement depending on four factors:
- the purpose and character of the use: is it to be used for a profit or nonprofit educational use?
- the nature of the work itself: is it a work of fiction? or is it based on facts? how much creativity did it require?
- the amount of the work: how much (1 copy or 50) or what portion (a paragraph or an entire chapter) will be used?
- the effect: What effect will the use of the material have on the potential market value of the copyrighted work?
6
Q
US Patent Act
A
Patents allow inventors exclusive rights to the benefits of an invention for a defined period of time. US law defines three types:
- design patents
- utility patents
- plant patents
7
Q
design patents
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Protect new, original, and ornamental designs of manufactured items. Limited to 14 years.
8
Q
utility patents
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Protect the invention of new and useful processes, machines, manufacture or composition of matter, and new and useful improvements to the same. Utility patents are limited to 20 years.
9
Q
plant patents
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Protect the invention or discovery of asexually reproduced varieties of plants for 20 years.
10
Q
organizational development (OD)
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CPI. A systematic method of examining an org’s technology, processes, structured, and human resources, and developing action strategies to improve the way it achieves desired business results.
11
Q
OD interventions
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Action strategies - may be directed toward structures, processes, technology, individuals, groups of individuals, or entire orgs.
12
Q
organizational culture
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the sharing of values and beliefs and the behavior related to them.
13
Q
strategic interventions
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Used to implement changes made to the vision, mission, and values of the organization during a strategic planning process. Designed to align various elements within the organization with the new direction or focus established by the leaders.
14
Q
change management
A
The result of any OD process is a change in the way things are done in an organization. Whether it is a new technology, a more efficient process, or a different reporting structure, the resulting change will have to be implemented, and implementing them successfully will be even more difficult because the people in the org must embrace the change and be motivated and committed to making the change work.
15
Q
change process theory
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early model of change management developed by Kurt Lewin - consists of 3 stages:
- unfreezing
- moving
- refreezing
16
Q
unfreezing
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This stage creates the motivation for change by identifying and communicating the need for the change. In this stage, it is important to create a vision for the outcome of the change and a sense of urgency for getting to the new outcome.
17
Q
moving
A
During this stage, resistance to change is examined, managed, and the organization is aligned with the change. Communication is an integral part of the process.
18
Q
refreezing
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The change becomes the new norm for the org, the outcome is evaluated, and additional changes occur to adjust the actual outcomes to those that are desired.
19
Q
Tools for Successful Change
A
- Prepare for Change
- Communicate Change
- Develop Change Plan
- Have Executive Sponsor
- Motivate Direct Supervisor
- Recruit Unofficial Leaders to Influence Coworkers
- Implement Change
- Evaluate Change
20
Q
Prepare for Change
A
be aware of situations developing within the industry or geographic areas in which they operate so that they can be ahead of the curve in developing strategies that will effectively handle changes in the environment.
21
Q
Communicate Change
A
To enhance the likelihood of a successful implementation, leaders must communicate effectively and repeatedly with employees well in advance of any planned implementation. Soliciting ideas from those who are closest to operations may provide insight into better solutions and increase buy-in when it is time to implement the change. Communication at every stage of the process will enable employees to get used to the idea of the change gradually, increase the level of acceptance, and build commitment for the process.
22
Q
Develop a Plan for Change
A
Create a plan that clearly defines the goals of the change, addresses all of its implications, and includes tools for evaluating its success is essential. Scheduling training for employees who may need to upgrade skills, integrating processes from different areas of the organization, upgrading equipment, and developing a plan to address resistance to the change and reduce stress will increase the chances for successful implementation.
23
Q
change agent
A
someone who influences change; must be able to balance the needs of various stakeholders, listens to concerns, and moves hem toward acceptance of and commitment to the change.
24
Q
knowledge management (KM)
A
The process of attempting to retain the ability to interpret information from company-generated data based on past experiences and draw conclusions that are used to move the organization forward. Generally encompasses all actinvities related to the creation, retention, and distribution of organizational knowledge.
25
knowledge
Conclusions drawn from data based on past experiences with similar circumstances. Most knowledge than an individual acquires over time with an org leaves with them. Loss of critical knowledge negatively impacts orgs.
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expert register
directory that collects the names and areas of expertise of employees and is made available to all employees who are then able to contact internal experts to discuss problems and find solutions
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best practice standards (KM)
used by one group of employees to achieve particular results and are codified for distribution to other employees in similar jobs or groups throughout the org with the idea that the results will be duplicated.
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post mortem or after action evaluation
Conducted at the end of a project to share with a group what worked, what didn’t, and what knowledge can be retained for future use.
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communities of practice (CoP)
Informal means of learning that works well in environments characterized by open communication and trust. May be spontaneous and self-organized or sponsored by the org. In either case, consist of people with common work interests or needs who are willing to share experiences and expertise with co-workers. These groups benefit individuals by enhancing skills, satisfaction, and productivity; benefit the work group with increased trust and learning opportunities; and benefit the org with improvements in sales, improved product development, reduced time-to-market lead times, and ultimately, improved market share because of improved customer satisfaction.
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Knowledge Management Systems (KMS)
Support and collect the creation, capture, storage, and dissemination of organizational knowledge and information. Goal is to provide employees with easy access to information that has been collected from various sources, verified for accuracy, and organized for retrieval to answer questions or solve problems. (ex – problem tracking in CSR environment – not just tracking solutions, but logging calls)
31
learning organizations
Innovative environments in which knowledge is originated, obtained, and freely shared in response to environmental changes that affect the ability of the organization to compete. Atmosphere is one in which employees are able to solve problems by experimenting with new methods that have been observed outside or experienced in other places.
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5 criteria of a learning organization
Peter Senge, author of The Fifth Discipline identifies 5 principles that enable orgs to increase their ability to realize this:
1. Systems Thinking
2. Personal Mastery
3. Mental Models
4. Building a Shared Vision
5. Team Learning
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Systems Thinking - Learning Organizations
describes the ability of individuals and organizations to recognize patterns and project how changes will impact them
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Personal Mastery - Learning Organizations
describes a high level of expertise in an individual's chosen field and commitment to lifelong learning
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Mental Models - Learning Organizations
refer to the deep-seated beliefs that color perceptions and affect how individuals see the world around them and react to it.
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Building a Shared Vision - Learning Organizations
stretching beyond the corporate vision statement and building a vision encouraging the org to plan for a future that inspires commitment on the part of all individuals in the org
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Team Learning - Learning Organizations
ability of a team to share and build upon their ideas without holding anything back
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techno-structural interventions
Address issues of how work gets done in the org by examining the level of employee involvement and redesigning work processes. Includes TQM, Six Sigma, and high involvement organizations.
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total quality management (TQM)
Long-term, techno-structural intervention. Focus on providing products that meet customer needs. Requires top-down commitment. Market research and product development are key. Processes are reviewed to eliminate wasted time as well as materials that either do not contribute or are obstacles to producing the end product. Teamwork is essential – everyone from front line to suppliers and back end have to work together to solve problems.
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W. Edwards Deming
Originated TQM movement in 1940s. Proposed that quality is defined by consumer. Developed a 14-point plan that placed the burden for quality on management because they are able to control the systems within the org. Warmly received in Japan but not the US. Deming Cycle – Plan, Do, Check, Act.
41
Joseph M. Juran
TQM guy. Proposed that once customer needs were identified, they would be translated into the “language” of the business in order to deliver a product that met the needs of both the customers and the business. Developed the Juran Triology
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Juran Trilogy
Consists of three phases of process:
1. quality planning
2. quality control
3. quality improvements
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quality planning
initiates programs by addressing quality concerns during the product or service development phase
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quality control
ensure conformance to the paramaters established in the planning phase during the operations phase
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quality improvements
used to continually improve operations and reduce waste
46
Karou Ishikawa
Provided a collection of analytical tools to use in the workplace including:
- check sheets
- histograms
- pareto charts
- cause and effect/fishbone/ishekawa diagram
- stratification charts
- scatter charts
- process control charts
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check sheet
Tally sheets. When an item occurs, put a mark in that category on the list.
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histogram
Graph random occurrences to visually represent patterns.
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pareto chart
Provides a graphical representation of the 80/20 rule: 80% of the problems are caused by 20% of the reasons. Points out which areas of concern will provide the greatest return when corrected. Arranges the data in descending order and includes a cumulative percentage on the right side of the chart. You’re looking for where the 80% mark is – it could be any number of problems, especially if there are a variety of problems with a low incidence rate, it’s the cumulative percent that matters.
50
cause and effect diagram or fishbone diagram or ishekawa diagram
Aids organizations in organizing information during brainstorming sessions.
51
stratification charts
Show the individual components of a problem in addition to the total or summary. This aids in identifying possible strategies for correcting problems. In ex – shorter bars represent components of each category, taller bars is total for category.
52
scatter charts or XY charts
Provide a graphical representation for the relationship between two sets of numbers. Used for statistical analysis and correlation.
53
process control charts
Provide a graphical representation of elements that are out of the acceptable range by setting parameters above and below the range. Most effective for determining variances in production processes over time. (red, green, yellow could also be used)
54
Philip B. Crosby
Techno-structural interventions involved a management approach rather than customer-based approach. Based on strategic planning as the means to accomplish a high level of quality. Four absolutes of quality:
1. Conformance to requirements
2. Prevention
3. Performance standards - zero defects
4. Measurement
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Crosby's conformance to requirements
once management clearly described what was required, quality could be determined by whether the product met the standard
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Crosby's prevention
do it right the first time
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Crosby's performance standards
zero defects
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Crosby's measurement standard
quality should be measured by the additional cost of not producing zero-defect products the first time.
59
Six Sigma
Developed by engineers at Motorola during the 1980s when looking for a more precise way to measure process defects. Measured on a “defects per million” basis. Use DMAIC method and quality team structure.
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DMAIC
```
Define
Measure
Analyze
Improve
Control
```
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Define - Six Sigma
Define the customer and issues of importance to the customer, along with the process and project parameters. What standards do we want to meet?
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Measure - Six Sigma
Once the process is defined, data about defects and other measures is collected and then compared to the original parameters to identify underperformance. How are we measuring up to what the customer wants?
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Analyze - Six Sigma
An analysis for the data is made to identify gaps between the goal and actual performance, explain why the gaps occurred, and rank possible improvements.
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Improve - Six Sigma
Based on the analysis, solutions are created and implemented.
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Control - Six Sigma
During the control phase, systems are revised to incorporate the improvements, and employees are trained in the new processes. The goal of this phase is to prevent backsliding into the previous process by ongoing monitoring.
66
Six Sigma certification levels
- Quality Leader/Manager
- Master Black Belt
- Process Owner
- Black Belt
- Green Belt
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Quality Leader/Manager - Six Sigma
reports to CEO in order to remain objective. Represents customer requirements and focuses on continually improving operations.
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Master Black Belt - Six Sigma
work with a single function, such as marketing or accounting. Work closely with process owners to implement DMAIC.
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Process Owner - Six Sigma
responsible for specific processes. (Highest level HR employee responsible for HR processes/initiatives).
70
Black Belt - Six Sigma
work full time on quality initiatives
71
Green Belt - Six Sigma
participate on project teams part time while continuing to work in another role
72
high involvement organizations (HIOs)
Employees are involved in designing their own work processes, are empowered to take the actions necessary to complete their work, and are accountable for the results. HIOs are characterized by broadly defined jobs in flat hierarchies in which continuous feedback is provided and information flows between and among self-directed work teams. Edward Lawler, founder of the Center for Organizational Effectiveness, identified four elements needed to create an HIO:
- power
- information
- knowledge
- rewards
73
power in HIOs
grant decision-making power to the employees designed to carry out the decision and hold them accountable for the results.
74
information in HIOs
variety of info (stats, sales, expenses, profits, customer feedback, etc is disseminated to everyone so that they can use it to direct their efforts to improving results.
75
knowledge in HIOs
increasing the KSAs available in the org enhances the ability of all employees to contribute to bottom-line success. Providing training and development opportunities increases the org’s capability for making decisions and taking actions that improve operating effectiveness.
76
rewards in HIOs
paying to performance compensates employees according to the level of effort they expend to accomplish their goals and objectives and contribute to organizational successes. When employees know that their contributions will be recognized, they go above and beyond normal job requirements. These rewards can be based on individual or team contributions.
77
human process interventions
directed at developing competencies at the individual level in the org. include team building, conflict resolution, leadership, etc.
78
team building activities
Build relationships in the team to communicate expectations and to involve team members in developing creative and effective ways of accomplishing their goals. Goal is to put teams in unusual situations that force reliance on each other to solve a problem. They are methods for starting a process, but must be reinforced when the team members are back in the normal routine. Ultimate goal is to improve team’s results.
79
conflict resolution
A process of developing strategies for resolving issues and maintaining or rebuilding effective working relationships. Can be conducted by a direct supervisor or manager, an HR professional, or a consultant.
80
management by objectives (MBO)
Aligns individuals with org goals and measures the successful attainment of objectives as well as the quality and quantity of performance. Often used as a performance appraisal tool. Rewards people for what they accomplish. Mutual involvement in setting performance goals, includes ongoing communication during performance period, measurement, and reward at the end of the period. Supervisor and employee agree on significant business objectives, such as sales volumes. Use the SMART goals process.
81
emotional intelligence (EI or EQ)
Describes how people deal with their feelings and how they perceive and interact with others. Understanding yourself and why you react to others the way you do increases your ability to work well with others.
82
human resource management interventions
focus on individuals in the org. include attracting the right people, designing jobs to increase employee satisfaction, developing performance-management systems that develop individuals for future needs in the org, developing diversity programs that blend employees from various backgrounds into cohesive work units in the org, developing reward systems, etc
83
talent management
A way of viewing all the activities in those HR functions that attract and retain employees with the KSAs needed by the org to move forward in the marketplace. One of the key elements is development.
84
talent assessment
A means of identifying current skill levels as well as potential of individual employees. The ultimate goal is to align the organization workforce with key business initiatives (KBIs). Includes identifying those employees in the org whose skills and abilities are of particular interest to the org in achieving KBIs.
85
interest assessment
used to get an idea of what development opportunities can be used to keep valuable employees interested and engaged within the org.
86
career portfolio
gathers info about an individual's education, skills, job-related training, completed development programs, performance appraisals, noteworthy accomplishments, and samples of work. Focuses on long-term career goals and helps plan development opportunities.
87
job enrichment
Used when employees show potential and are interested in growth opportunities. Employers assign new responsibilities or tasks that challenge the employee to use existing skills and abilities in new ways or develop new ones as they tackle new assignments.
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Herzberg theory - job enrichment - skill variety
the ability of the employee to use multiple skill sets to complete a task
89
Herrzberg theory and job enrichment
Herzberg - motivation/hygiene theory - that when certain job factors are present, staff don’t get bored and productivity is increased, and positive outcomes result. Factors include skill variety, task identity, task significance, autonomy, and feedback.
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Herzberg theory - job enrichment - task identity
concept that the effort applied by the worker produces a whole identifiable unit or outcome, as opposed to a single part.
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Herzberg theory - job enrichment - task significance
inherent or perceived value of a job either internally to coworkers or externally to society
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Herzberg theory - job enrichment - autonomy
degree of independence or discretion allowed on the job
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Herzberg theory - job enrichment - feedback
communication to employee by management related to how well the employee performs his or her duties
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job enlargement
when additional tasks are added to the job without increasing the level of responsibility or skill. May be viewed positively by employees when it reduces job boredom by increasing the variety of tasks assigned. In other cases, employees may view negatively if they believe they’re doing more without getting paid more.
95
skills training
provides employees with specific info that is needed to do their jobs. Sometimes job specific (new programming language to programmers). Soft skills training falls in here, as well as new manager training.
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supervisory training
involves topics related to employee interaction such as performance management, progressive discipline, performance appraisals, workplace safety, interviewing, and training. New supervisors also benefit from training on legal topics.
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career development
the workforce planning process identifies the skills, knowledge, individuals, and positions that are critical to organizational success.
98
high potential employees (HiPos)
Some of the individuals identified as future organizational leaders in this process are known as high potential employees (HiPos) and may be provided with extensive training opportunities to prepare them for future roles. Identifying HiPos can be difficult, because current performance can’t always predict future performance (esp in a different role).
99
mentoring programs
formalize the concept of mentoring and ensures the benefits of mentoring are available to a diverse group of employees that demonstrate leadership potential.
100
mentor
experienced individual who acts as a teacher, guide, counselor, or facilitator and provides personalized feedback and guidance to a more junior colleague. Often takes an interest in an employee’s career and acts as a sponsor for them, providing a sounding board for issues and decisions. Typically based on an informal personal interest than on a formal program.
101
formal mentor
approved by an org to take on protégés after being screened to ensure that they are best suited for the program. They usually receive training to develop skills in mentoring.
102
reverse mentor
young individuals who help older co-workers understand technology and culture of the younger generation.
103
coach
a specialist who becomes involved in developing an employee in a particular area. They differ from mentors in that they focus on skills rather than on career development.
104
management development
Seeks to upgrade skills for management who are accountable for achieving results through others. Include exposure to supervisory skills training, financial and technology management, internal controls, etc.
105
leadership development
Different from management development;;must inspire rather than keep people on track. Must be creative individuals who are able to project future needs and aim the org in a direction that will be successful long term. Development programs seek out employees who show promise as leaders. May mean classroom training, sponsorship of advanced degrees, mentoring, coaching, experience based training spent in operations in different divisions, etc.
106
ADDIE
```
Analysis
Design
Development
Implementation
Evaluation
```
107
organizational level training
May encompass the entire org or a single division or department. Training is focused on preparing for future needs. Indicator that can lead to this type of training: morale, safety, change.
108
task-level training
Involves processes performed in a single job category. Indicators: low productivity for a process or low quality for a product or service.
109
individual-level training
Review of individual performance. Indicators: poor performance, individual development opportunities, requests for assistance.
110
Analysis Steps - ADDIE
1. Identify Goal
2. Gather and Analyze Data - if not a training problem, refer back to management here.
3. Identify the Performance Gap
4. Identify Instructional Goals
5. Propose Solutions
6. Evaluate Options, Provide Estimates
111
Analysis Steps - ADDIE - Identify Goal
What do we want out of training? What problem are we trying to correct? What are people not doing now that we need to fix?
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Analysis Steps - ADDIE - Gather and Analyze Data
What is the cause of the problem? Review documents and talk to employees. Is training going to solve this problem? What could solve the problem?
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Analysis Steps - ADDIE - Identify the Performance Gap
Where are we now vs where do we want to be?
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Analysis Steps - ADDIE - Identify Instructional Goals
What will get us to where we want to be?
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Analysis Steps - ADDIE - Propose Solutions
Brainstorm all possible solutions. Should we teach a class? Have someone else come in and teach a class? Send people out to take a class elsewhere? Elearning? Get a facilitator? Print job aids?
116
Analysis Steps - ADDIE - Evaluate Options
Estimate the cost of implementing different solutions and the benefits that will result, as well as the time to implement. A proposal should include all feasible solutions, costs, time to implement. and the recommended solution.
117
Design Steps - ADDIE
1. Compile task inventory
2. Identify target audience
3. Develop training objectives
4. Develop course content
5. Develop evaluation criteria
118
Design Steps - ADDIE - Compile a Task Inventory
A list of all the tasks required in the job (for training). Each task description should could contain an action verb, an object, and a function. For example "Answer phone to assist customers"
119
Design Steps - ADDIE - Identify Target Audience
Know who will attend training to properly target. Ex - technical training for managers vs technical training for tech staff.
120
Design Steps - ADDIE - Develop Training Objectives
What are the measurable outcomes we want to get from training? "Given the necessary tools and materials, build a wall that is perfectly straight"
121
Design Steps - ADDIE - Develop Course Content
identify the material to include
122
learning curve
graphical representation of the rate of learning over time
123
negatively accelerating learning curve
Characterized by rapid increases in learning at the beginning that taper off as the learner becomes more familiar with the process or task. Representative of routine tasks, such as operating cash registers.
124
positively accelerating learning curve
Characterized by a slow start in learning that increases as the learner masters different aspects of the process or task. Representative of complex tasks, such as an accountant learning complex accounting software.
125
s-shaped learning curve
Slow learning process at the beginning that accelerates over time then slows again. Can be found in software conversion projects. Learners must understand how the new system works before they're able to become as proficient as they were with the old system
126
plateau learning curve
Begins with a rapid increase in knowledge that levels off after a period of time, and no additional progress occurs for an extended period of time. A plateau curve might occur when an employee performs a task irregularly, not often enough to become proficient quickly.
127
Design Steps - ADDIE - Develop Evaluation Criteria
Initially based on whether trainees are able to perform in training; later based on whether they are able to perform on the job.
128
leader guide
When more than one trainer will be presenting the training sessions, a leader guide ensures consistency in the presentations. These guides may provide notes to assist trainers in presenting the material, timing info, and questions for use in facilitating discussion. Provides a basic roadmap for presentation.
129
manuals
Can provide a reference to assist in reinforcing the info covered during the training session when participants return to their jobs. In addition to an agenda or schedule, can contain handouts and copies of slides for note-taking.
130
handouts
May be used in place of a manual or included with the manual. For presentations that don't require a manual because they're relatively straightforward, handouts can keep participants focused and provide a place to take notes.
131
passive training methods
Learner listens to and absorbs info. Includes lecture, presentation, and conference
132
lecture
used to inform and answer questions, may include demonstrations
133
presentation
used to provide same info to a group of people at one time
134
conference
combination of lecture and presentation with opportunity for Q&A
135
active training methods
training focuses on the learner. includes facilitation, case study, simulation, vestibule, and socratic seminars
136
facilitation
moderated learning situation led by a facilitator who leads the group to share ideas and solve problems.
137
case study
Reproduces a realistic situation that provides learners with the opportunity to analyze the circumstances as though they were encountered in the course of business. Lets learners investigate, stud, and analyze the situation and then discuss solutions with the group. Solutions are developed and then presented to fellow learners.
138
simulation
An interactive training method that provides the learner with opportunities to try new skills or practice procedures in a setting that doesn't endanger the inexperienced trainee, co-workers, or the public.
139
vestibule
A form of simulation that allows inexperienced workers to become familiar with and gain experience using equipment that is either hazardous or requires a level of speed that can only be attained with practice. Commonly used to train equipment operators in construction or help retail clerks gain speed. (DMV training).
140
Socratic seminar
A question is posed by the seminar leader at the beginning of the seminar and discussed by participants to gain a full understanding of the topic.
141
experiential training methods
Provide experience in real time situations
142
demonstration
Can be used as part of an on-the-job training program or combined with a lecture. Involves the trainer explaining the process or operation, demonstrating it on equipment, then having the learner perform it under the guidance of the trainer.
143
one-on-one training
Inexperienced worker paired with an experienced worker who uses a variety of techniques to provide the worker with the information and hands-on experience necessary to do the job.
144
performance-based training (PBT)
Most often used to correct performance problems in highly technical or hazardous professions. Trainee is provided ith opportunities to practice and demonstrate the necessary skill or knowledge until the required level of proficiency is mastered.
145
classroom training
Provides the same content to a group of employees in a classroom setting. Effective for small groups when providing the same info to everyone in the group.
146
self-study
Directed by the learner, who determines what, when, and where learning will occur. May be based on a program involving trainer or a mentor but controlled by the learner.
147
programmed instruction or self-paced training
Learner progresses from lesson to lesson in a predesigned course of instruction as a mastery of the objectives is obtained. Allows learners to progress at their on rate. Effective for disseminating facts and concepts, refreshing previously learned skills, or expanding a learner's knowledge in a field that is already familiar.
148
synchronous training
occurring at the same time with the instructor
149
asynchronous training
self-paced
150
electronic performance support system (EPSS)
Training tool integrated in the computer system used by employees on the job. Allows instant access to info and helps them complete tasks more effectively. (on the job training vs LMS?)
151
computer-based training (CBT)
interactive training method that combines elements of lecture, demonstration, one-on-one, and simulation methods, thus allowing the learner to have a real-world learning experience, virtually. Based on a programmed instruction method.
152
distance learning or virtual classroom
Allows simultaneous training to occur in geographically dispersed multiple locations.
153
blended learning
Uses multiple delivery methods to enhance the learning experience. Used to describe ways of combining delivery methods, such as web-based, instructor led, performance of job tasks, etc.
154
transfer of training
the ultimate goal of training is to improve performance on the job.
155
Evaluation - ADDIE
Takes place both before and after the training occurs and is based on the criteria established in the assessment phase. Effective evaluation will include provisions for measuring job performance for a period of time after the training has been completed to ensure that the new skills have been transferred to the job.
156
formative evaluation
Involves testing or previewing the content prior to final delivery to ensure that it will result in the desired behaviors. Designed primarily to elicit feedback from participants, useful when used to modify design elements and content prior to actual delivery. Designed to identify what the participants want, know, and need. Includes needs assessment, asking people, analyzing jobs, pilot tests, and pre-tests.
157
Kirkpatrick Evaluation Model
Four levels of summative evaluation:
1. Reaction
2. Learning
3. Behavior
4. Results
158
Kirkpatrick Model - Reaction
First level of evaluation. Measures initial reaction of participants to training. Smile test.
159
Kirkpatrick Model - Learning
Second level of evaluation. Uses a test to measure what participants actually learned from the training. May involve a pretest/posttest comparison.
160
pretest/posttest comparison
1. A group of employees is selected for training.
2. The employees are randomly assigned to two different groups.
3. An identical pretest is administered to both groups.
4. One group receives training (treatment).
5. An identical posttest is administered to both groups.
6. The results are compared to see whether training improved performance.
161
Kirkpatrick Model - Behavior
Third level of evaluation. Measures job performance between six weeks and six months after the training. Can be based on observation, interview, test, or survey, and tells the trainer whether the new skills were successfully transferred to the job.
162
Kirkpatrick Model - Results
Fourth level of evaluation. Provides feedback most meaningful to the business. ROI. Did the training have an impact on business results? Measurement compares to an objective statement, such s "The training will reduce product defects by 20% in 12 months."
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performance management
Ongoing process of providing feedback for employees about their performance to develop them into increasingly productive contributors to the org. Ensures that employees are on the right track for completion of their goals, that individual goals are aligned with org goals, and that employees, receive the support they need to be successful.
164
performance appraisal OR performance evaluation OR performance review
Process of reviewing how well employees perform their duties during a specified period of time. Provide a structured means of communication, helping to build working relationships. Provides for positive performance feedback, recognition of accomplishment, honest discussion of areas for improvement, and development opportunities.
165
supervisor assessment
Begins with a review of the goals and objectives set at the beginning of the review cycle and whether the anticipated results were achieved. he supervisor must then evaluate whether any deficiencies occurred because of inadequate performance by the employee or whether they were the result of circumstances outside the employee's control.
166
employee self-assessment
Employees assess own performance as part of the appraisal. They can reflect on past performance as well as goals they my have for the future and areas of professional development that are of interest.
167
assessment from others
Known as a 360 review. Includes feedback from customers, coworkers, vendors, and subordinates.
168
focal review period
All employees in the org are reviewed at the same time. More difficult because of sheer volume of reviews, but allows an opportunity to allocate salary increases all at once
169
review period to coincide with anniversary dates
fewer reviews to be conducted at once, but harder to manage salary increases. improper budgeting can result in raises not being handed out appropriately.
170
comparison performance appraisal methods
Compare the perfomance of an individual employee to all other employees.
171
ranking performance comparison appraisal method
Employees are listed in order from the highest to the lowest performer. Works well for small groups of employees but becomes increasingly difficult for larger groups.
172
paired performance comparison appraisal method
All employees in the group are compared to one employee at a time. Only really works with small work groups. Susan has to be compared to Jack and Rachel, Rachel has to be compared to Jack and Susan, and Jack has to be compared to Susan and Rachel.
173
forced ranking performance comparison appraisal method
put employees on a bell curve
174
rating scale performance appraisal method
Can be numeric or "meets expectations" vs "exceeds" vs "does not meet." Attempt to quantify what is essentially subjective.
175
checklist performance appraisal method
A list of statements, phrases, or words that describe levels of performance, such as "always finishes work on time." Reviewer checks of those that best describe the employee. Descriptions may be weighted and used to calculate a rating score.
176
narrative performance appraisal method
requires managers to describe employees performance in words
177
critical incident performance appraisal
Requires that during the review period, supervisors make notes of successful and unsuccessful performance issues for each employee. During review, the supervisor reviews and presents them to employees in a written narrative.
178
essay performance review
Requires the reviewer to write a short description of each employee's performance during the year.
179
field review performance appraisal
May be conducted by someone other than the suprvisor
180
behaviorally anchored rating scale (BARS)
Uses the job description to create dimensions that represent the most important requirements of the job. For each dimension, anchor statements are created to represent varying levels of performance behaviors that describe rating numbers on a scale. (how we do leadership model for reviews)
181
inter-rater reliability
Uses multiple raters to reduce the possibility of rating errors due to bias. Scores of all raters are averaged.
