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pHCLE 202311 > 3. Talent Development > Flashcards

3. Talent Development Flashcards

1
Q

____________ requires placing individuals outside of their normal**

A

Vertical Development

  • Standard: Talent Development, standard #2
  • Location: Course - pHCLE Introductory Course: Class #5
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2
Q

______________ is the study of adult learners.

A

Andragogy

  • Standard: Talent Development - Training and Development standard #2
  • Location: Course - Talent Development, Lesson - Designing Learning
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3
Q

__________ is a short term activity that focuses on the requirements of a role rather than on the progression of the individual.

A

Training

  • Standard: Talent Development - Training & Development standard #1
  • Location: Course - Talent Development, Lesson - Training & Development Foundations
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4
Q

____________ is typically completed on the frist day of the job and often emphasizes transactional activities.

A

Orientation

  • Standard: Talent Development - Orientation and Onboarding Standards #1-2
  • Location: Course - Talent Development, Lesson - Orientation and Onboarding
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5
Q

is more long-term, involving a series of events and support.

A

Onboarding

  • Standard: Talent Development - Orientation and Onboarding Standards #1-2
  • Location: Course - Talent Development, Lesson - Orientation and Onboarding
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6
Q

ADDIE

A

A - Analyze
D - Design
D - Develop
I - Implement
E - Evaluate

  • Standard: Talent Development - Training & Development - Training & Development standard #2
  • Location: Course - Talent Development, Lesson - Designing Learning
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7
Q

What is an example of a learning experience that aligns with Knowles’ principle of involvment?

A

Knowles’ principal of relevance suggests that adult learners benefit from learning experiences that have immediate relevance and impact to their work or personal life.

  • Standard: Talent Development - Training & Development standard #2
  • Location: Course - Talent Development, Lesson - Designing Learning
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8
Q
  • Helps new employees acclimate to their job & your organization
  • Includes ongoing support& learning provided to new employees
  • Managers, mentors, & HR all have important roles
A

Onboarding

Talent Development
Lesson: Orientation & Onboarding
2 Orientation

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9
Q
  • One-time event typically held before an employee’s first day
  • Helps shape employees’ early impression of your organization
  • Answers the question: “What does the employee need to start tomorrow?”
A

Orientation

Talent Development
Lesson: Orientation & Onboarding
2 Orientation

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10
Q

Goals of Onboarding

A
  • Acclimate
  • Engage
  • Retain
  • Onboarding to the Organization
  • Onboarding to the Position

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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11
Q

entails teaching new hires how an organization functions

A

Acclimate

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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12
Q

invloves continously showing the perks of their position & prolonging their interest in their position & the company.

A

Engage

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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13
Q

means a successful onboarding experience has occurred.

A

Retain

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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14
Q

3 Types of Onboarding

A

1) to the organization
2) to a department
3) to a new role

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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15
Q

the addition of “game elements” to non-game activities to incentivize & reward new hires for a job well done on various tasks such as points, badges, & leaderboards.

A

Gamification of Onboarding

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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16
Q

Tool: Develops a deeper understanding of participants’ wants & needs. Helps you consider the user’s perspective when designing a product or service.

A

Empathy Map

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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17
Q

Tool: Defines the future state.

Identifies what we want new employees to know & how we want them to feel, think, and act as a result of participating in orientation or onboarding.

A

Know, Feel, Think, Act

Talent Development
Lesson: Orientation & Onboarding
3 Onboarding

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18
Q

the ongoing process of evaluating employee performance

about the past

A

Performance Appraisal/Evaluation/Assessment

Talent Development/Management
Lesson: Evaluation & Support Systems
2 Organizational Requirements for Employee Appraisals

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19
Q

the process of identifying, measuring, managing, & developing the performance of human resources, or employees, in an organization.

about sytems in place to help an employee continue in their professional growth to become increasingly better in their performance for your organization.

A

Performance Management

Talent Development/Management
Lesson: Evaluation & Support Systems
2 Organizational Requirements for Employee Appraisals

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20
Q

3 Main Components of Employee Appraisals

A

1) Goal Setting/Performance Standard/Competency
2) Performance Review
3) Future Implications

Talent Development/Management
Lesson: Evaluation & Support Systems
3 Employee Appraisals

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21
Q

3 Elements that increase motiviation to achieve goals

A

Employee
1) will be happy if the goal is accomplished
2) feels as though their performance is direclty linked to a reward
3) can see the relationship between their work & the outcome

Talent Development/Management
Lesson: Evaluation & Support Systems
3 Employee Appraisals

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22
Q

SMART Goals

A

S - Specific (who, what, when, where, why)
M - Measurable (must be quantifable in some way)
A - Attainable (must be challenging but not impossible)
R - Realistic (know the limits of what is possible, & take obstacles into account)
T - Time Bound (set a start & end date)

Talent Development/Management
Lesson: Evaluation & Support Systems
3 Employee Appraisals

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23
Q

SIMple Method

A

S - Specific (who, what, when, where, why)
I - Important (must strongly impact outcome)
M - Measurable (must be quantifiable in some way)

Talent Development/Management
Lesson: Evaluation & Support Systems
3 Employee Appraisals

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24
Q

Which of these is an example of a SMART goal?
A. I’m going to get Fit
B. I’m going to follow a training program to run a half-marathon in 6 months from now without stopping

A

B. I’m going to follow a training program to run a half-marathon in 6 months from now without stopping

This goal is specific, measurable, attainable, realistic, & time bound.

Talent Development/Management
Lesson: Evaluation & Support Systems
3.1 Check Your Understanding

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25
Q

Evaluate this goal to see if it is SMART:

To get better at my job, I’ll focus on one of my skills to perform this job well. Then, I’ll complete an online course for that skill in the next three months. This will ensure I grow as a person and employee.

Choose all that apply
A. This goal is Simple
B. This goal is Meaurable
C. This goal is Attainable
D. This goal is Realistic
E. This goal is Timely

A

A, B, C, D, E
S: It specifies that your’re improving a single skill
M: Measurement for the goal can be done through tracking services provided by the online course
A: Learning a new skill through a course doeesn’t take too much extra time or prior knowledge
R: This goal will be directly related to your work since your’re the one identifying what you need to improve
T: The time constraint is three months

Talent Development/Management
Lesson: Evaluation & Support Systems
3.1 Check Your Understanding

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26
Q

Role of Human Capital Leaders in the Communication of Employee Appraisals

A

Explain
Communicate
Liaise
Facilitate
Provide

Talent Development/Management
Lesson: Evaluation & Support Systems
4 Communication

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27
Q

the aspect of employee appraisals where employees are evaluated on how well they reach their goals & live up to their daily job responsibilities.

The process of identifying, measuring, managing, & developing the performance of the human resources, or employees, in an organization.

A

Performance Management

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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28
Q
  • Forced Rankings
  • Forced Distributions
  • Behaviorally Anchored Rating Scales (BARS)
A

Performance Management Systems

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29
Q

require that employees be ranked from highest performance to lowest

A

Forced Rankings

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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30
Q

works off of a “bell curve” of ratings
20% must be above expectations
60% must meet expectations
20% must be below expectations

A

Forced Distribution

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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31
Q

Employees are judged off perdetermined behaviors that are derived from how a successful employee would act in their position.

A

Behaviorally Anchored Rating Scales (BARS)

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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32
Q

the ratings that the employee walks away with, & that human capital leaders input into managment systems as record of the employee’s performance.

A

Performance Ratings

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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33
Q

Two ways to capture a rating on an evaluation

A

1) Numerical Scale
2) Nine Box Scale

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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34
Q

Employees are judged off predetermined behaviors that are derived from how a successful employee would act in their position.

A

Numerical Scale

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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35
Q

places employees into nine different categories, organized by their potential and their performance.

A

Nine Box Scale

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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36
Q

Performance Ratings should be:

A

1) Calibrated
2) Transparent
3) Have Accountability

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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37
Q

Indeciveness
Recency Bias
Halo/Horns effect
Favoritism

A

Common Errors in Performance Reviews

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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38
Q

listing everyone at the same rating for fear of backlash or lack of caring

A

Indecisiveness

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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39
Q

If done annually, the most reent success or failure of an employee is at the front of the managers mind, & will heavily skew the review.

A

Recency Bias

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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40
Q

A major success/flaw in one area can bring someone’s review up/down disproportionately

A

Halo/Horns Effect

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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41
Q

Managers can allow personal feelings about employees to impact their ratings

A

Favoritism

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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42
Q

Performance Management Systems

A

1) Establish Organizational Goals/Priorities
2) Align Performance Standards & Competencies to Organizational Goals/Priorities
3) Communicate Perforamnce Standards & Competencies
4) Measure Performance
5) Compare Performance to Standards & Competencies
6) Discuss the Appraisal with the Employee
7) Implement Personnel Action Plan

Talent Development/Management
Lesson: Evaluation & Support Systems
5 Performance Management

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43
Q

Subordinate ratings are more effective when completed anonymously.
A. True
B. False

A

A. True

Anonymouse ratings from subordinates help ensure their psychological safety & can also guard against the inflation of ratings.

Talent Development
Lesson: Training Evaluators
2.1 Quiz

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44
Q

Which types of evaluations are more effective when used for formative purposes rather than summative purposes?

A. Peers
B. Subordinates
C. Self
D. All of the above

A

D. All of the above

Each of these ratings can be used for both formative & summative purposes, but are more useful when used formatively.

Talent Development
Lesson: Training Evaluators
2.1 Quiz

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45
Q

Which type of peer assessment is most useful for providing formative feedback?

A. Peer nominations
B. Peer ratings
C. Peer rankings

A

B. Peer Ratings

Peer ratings are the most useful for formative feedback because they are rooted in specific performance criteria.

Talent Development
Lesson: Training Evaluators
2.1 Quiz

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46
Q

3 Objectives of Rater Training

A

1) Teach raters what to attend to
2) Reduce/eliminate biases
3) Improve raters’ ability to communicate to ratees objetively & constructively

Talent Development
Lesson: Training Evaluators
3 Rater Training

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47
Q

builds awareness on the following common rating biases:
* Leniency & Severity
* Central Tendency
* Halo

A

Rater Error Training

Talent Development
Lesson: Training Evaluators
3 Rater Training

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48
Q

raters assign ratings that are more lenient or severe than others

A

Leniency & Severity Error

Talent Development
Lesson: Training Evaluators
3 Rater Training

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49
Q

Raters assign ratings as if everybody is average

A

Central Tendency Error

Talent Development
Lesson: Training Evaluators
3 Rater Training

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50
Q

Raters assign ratings based on a general impression of the ratee

A

Halo Error

Talent Development
Lesson: Training Evaluators
3 Rater Training

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51
Q

this improves the accuracy of performance appraisals

A

Frame of Reference Training (FOR)

Talent Development
Lesson: Training Evaluators
3 Rater Training

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52
Q

Describes the actions in the workplace regarding:
* Policies
* Working conditions
* Procedures
* Behavioral expectations

A

Employee Handbook

Talent Development
Lesson: Workplace Policies and Issues
2 The Employee Handbook

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53
Q

2 Types of Employee Contracts

A

1) Contractual
2) Non-Contractual

Talent Development
Lesson: Workplace Policies and Issues
2 The Employee Handbook

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54
Q

a learning activity focused on acquisition of knowledge & skills required for a particular job or task.

A

Training

Talent Development
Lesson: Training and Development Foundations
3 What is Training?

55
Q

Live instructor led instruction

A

Synchronous Learning

Talent Development
Lesson: Training and Development Foundations
3 What is Training?

56
Q

Self-paced instruction

A

Asynchronous Learning

Talent Development
Lesson: Training and Development Foundations
3 What is Training?

57
Q

Contains aspects of synchronous & asynchronous instruction

A

Blended Learning

Talent Development
Lesson: Training and Development Foundations
3 What is Training?

58
Q

Characteristics of Training

A
  • All about doing
  • Provides employees with the skills to complete their current job tasks & responsibilities
  • Promotes skill development
  • Focuses on the short term (think right now)
  • Has an end goal (typically)

Talent Development
Lesson: Training and Development Foundations
3 What is Training?

59
Q

training that enables an employee to perform their role, eventually independently

A

Onboarding

Talent Development
Lesson: Training and Development Foundations
4 Types of Training

60
Q

to teach an employee how to use the software or hardware that is needed in context to their job responsibilities

A

Technical or Technology Training

Talent Development
Lesson: Training and Development Foundations
4 Types of Training

61
Q

to keep employees protected from injuries caused by work-related accidents

A

Safety Training

Talent Development
Lesson: Training and Development Foundations
4 Types of Training

62
Q

to equip employees with the specific proficiencies to perform their job.

A

Skills Training

Talent Development
Lesson: Training and Development Foundations
4 Types of Training

63
Q

the traits, social graces, communication, & personal habits that are used to characterize relationships with other people.

A

Soft Skills Training

Talent Development
Lesson: Training and Development Foundations
4 Types of Training

64
Q

training that keeps an employee up to date in their field (might be given externally)

A

Professional & Legal Training

Talent Development
Lesson: Training and Development Foundations
4 Types of Training

65
Q

to develop cohesive amongst team members

A

Team Building

Talent Development
Lesson: Training and Development Foundations
4 Types of Training

66
Q

What type of training is this?
Training employees so they are protected from injuries caused by work-related accidents.

A

Safety Training

Talent Development
Lesson: Training and Development Foundations
4.1 Quiz: Types of Training

67
Q

What type of training is this?
A type of training that keeps an employee up to date in one’s professional field.

A

Professional Training

Talent Development
Lesson: Training and Development Foundations
4.1 Quiz: Types of Training

68
Q

What type of training is this?
The process through which new employees learn the attitudes, knowledge, skills, & behaviors required to function effectively within an organization.

A

Onboarding

Talent Development
Lesson: Training and Development Foundations
4.1 Quiz: Types of Training

69
Q

What type of training is this?

Personality traits, social graces, communication, and personal habits that are used to characterize relationships with other people.

A

Soft Skills Training

Talent Development
Lesson: Training and Development Foundations
4.1 Quiz: Types of Training

70
Q

What type of training is this?

Increasing the knowledge, skills, & abilities that aer necessary to do a job effectively.

A

Skills Training

Talent Development
Lesson: Training and Development Foundations
4.1 Quiz: Types of Training

71
Q

What type of training is this?

To teach an employee how to use the software or hardware that is needed in context to their job responsibilities.

A

Technical or Technology Training

Talent Development
Lesson: Training and Development Foundations
4.1 Quiz: Types of Training

72
Q

What type of training is this?

Building cohesiveness amoungst team members

A

Team Building

Talent Development
Lesson: Training and Development Foundations
4.1 Quiz: Types of Training

73
Q

Delivery Methods for Training

A

1) On-th-job
2) Mentoring
3) Instructor-led
4) Brown Bag Lunch
5) E-Learning/Web Based
6) Job Shadowing

Talent Development
Lesson: Training and Development Foundations
5 Delivery Methods

74
Q

Assigning an employee to a more experienced employee or manager to learn the skills needed for the job.

A

On-the-job

Talent Development
Lesson: Training and Development Foundations
5 Delivery Methods

75
Q

when an employee is trained by an experienced person

A

Mentoring

Talent Development
Lesson: Training and Development Foundations
5 Delivery Methods

76
Q

Virutal or face to face

A

Instructor-led

Talent Development
Lesson: Training and Development Foundations
5 Delivery Methods

77
Q

training that occurs during lunch, usually informal

A

Brown Bag Lunch

Talent Development
Lesson: Training and Development Foundations
5 Delivery Methods

78
Q

learning through the use of technology

A

E-learning/Web-Based

Talent Development
Lesson: Training and Development Foundations
5 Delivery Methods

79
Q

pairing an employee who has the skills with an employee who wants to develop those skills

A

Job Shadowing

Talent Development
Lesson: Training and Development Foundations
5 Delivery Methods

80
Q

Learning activities that expand skills, knowledge, & abilities to support personal growth & career advancement

A

Professional Development
(also referred to as Professional Learning)

Talent Development
Lesson: Training and Development Foundations
6 What is Professional Development?

81
Q

A plan created by the manager working closely with the staff member to id necessary skills & resources to support the staff member’s career goals organization’s business needs.

A

Professional Development Plan

Talent Development
Lesson: Training and Development Foundations
6 What is Professional Development?

82
Q

Characteristics of Professional Development

A
  • All about being
  • More conceptual & educational
  • Focused on developing mindsets
  • Continuous
  • Focuses on the long term
  • Growing as an individual

Talent Development
Lesson: Training and Development Foundations
6 What is Professional Development?

83
Q

A way to learn from experts in the field

A

Professional Organizations

Talent Development
Lesson: Training and Development Foundations
7 Types of Pofessional Development

84
Q

a way to keep your knowledge & skills level current

A

Continuing Education

Talent Development
Lesson: Training and Development Foundations
6 What is Professional Development?

85
Q

ie:
* conducting research or learning about new developments in your field
* improving existing skills
* taking on new challenges, projects or assignments in your current position
* finding a mentor to study

A

Self-directed Examples

Talent Development
Lesson: Training and Development Foundations
6 What is Professional Development?

86
Q

Professional Development Planning Steps

A

1) Self Assessment
2) Goals
3) Strategies
4) Resources
5) Timeline

Talent Development
Lesson: Training and Development Foundations
8 Professional Development Planning Steps

87
Q

An evaluation of your professional interests, knowledges & skills.

A

Self-Assessment

Talent Development
Lesson: Training and Development Foundations
8 Professional Development Planning Steps

88
Q

what you hope to accomplish

A

Goals

Talent Development
Lesson: Training and Development Foundations
8 Professional Development Planning Steps

89
Q

How you will achieve your goals

A

Strategies

Talent Development
Lesson: Training and Development Foundations
8 Professional Development Planning Steps

90
Q

Places where you can find professional growth opportunities

A

Resources

Talent Development
Lesson: Training and Development Foundations
8 Professional Development Planning Steps

91
Q

Work in progress, should be continuess

A

Timelines

Talent Development
Lesson: Training and Development Foundations
8 Professional Development Planning Steps

92
Q
  • Operational
  • Short Term
  • Teaches employees how to be competent at their jobs
  • Focuses on a job position
  • Objectives re specific
  • Gets employees to be compliant
A

Training

Talent Development
Lesson: Training and Development Foundations
9 Differences Between Training and Professional Development

93
Q
  • Strategic
  • Long Term
  • Teaches employees to excel in areas beyond the status quo
  • Emphasizes building a successful professional career
  • Objectives are intangible
  • Gets employees committed
A

Professional Development

Talent Development
Lesson: Training and Development Foundations
9 Differences Between Training and Professional Development

94
Q

best practices to ensure children are learning

A

Pedagogy

Talent Development
Lesson: Designing Learning
1 Adult Learning Theories

95
Q

the art & science of helping adults learn

A

Andragogy

Talent Development
Lesson: Designing Learning
1 Adult Learning Theories

96
Q

Knowles 4 Adult Learning Principles

A

1) Involvement
2) Self-Directed
3) Problem Focused
4) Relevance

Talent Development
Lesson: Designing Learning
1 Adult Learning Theories

97
Q

leanring that provides choice & the ability to participate in the planning of your training

A

Self-Directed

Talent Development
Lesson: Designing Learning
1 Adult Learning Theories

98
Q

Learning that is problem-centered rather than content-oriented

A

Problem-Focused

Talent Development
Lesson: Designing Learning
1 Adult Learning Theories

99
Q

Learning that is hands-on, engaging, or gives opportunities for active reflection or processing.

A

Involvement

Talent Development
Lesson: Designing Learning
1 Adult Learning Theories

100
Q

Learning that has immediate application to your job or personal life.

A

Relevance

Talent Development
Lesson: Designing Learning
1 Adult Learning Theories

101
Q

a tool that describes that describes the process for designing an effective course.

A

Instructional Design

Talent Development
Lesson: Designing Learning
2 Instructional Design

102
Q

Key Elements of Instructional Design

A
  • There is a genuine need for learning
  • The learning experiences are well-designed
  • Learning materials are high-quality
  • Appropriate strategies & approaches are used
  • Learning is evaluated to ensure learning has taken place

Talent Development
Lesson: Designing Learning
2 Instrutional Design

103
Q

ADDIE Approach

A

Analyze
Design
Development
Implement
Evaluate

Talent Development
Lesson: Designing Learning
2 Instructional Design

104
Q

Identify the problem & learning requirements

A

ADDIE: Analyze

105
Q

UDL

A

Universal Design for Learning

Talent Development
Lesson: Designing Learning
3.3 Universal Design for Learning Framework

106
Q

Ciriculum that can be used and understood by everyone

A

Universal

Talent Development
Lesson: Designing Learning
3.3 Universal Design for Learning Framework

107
Q

Three Brain Networks for Learning

A

1) Recognition (the what)
2) Skills & Strategies (the how)
3) Caring & Prioritizing (the why)

Talent Development
Lesson: Designing Learning
3.3 Universal Design for Learning Framework

108
Q

Show the information in different ways

A

Representation

Talent Development
Lesson: Designing Learning
3.3 Universal Design for Learning Framework

109
Q

the technological structure needed for the learning operations of an organization

A

Learning Infrastructure

Talent Development
Lesson: Designing Learning
6 Sustaining Learning Infrastructure

110
Q

Technology systems that can support learning within an organization

A
  • Structured Learning
  • Talent Management
  • Performance Management
  • Knowledge Management
  • Collaborative Learning

Talent Development
Lesson: Designing Learning
6 Sustaining Learning Infrastructure

111
Q

an integrated software platform that supports core talent managment prcesses, including recrutiment, employee onboarding, perforamnce management, learning & professional development, compensation management, & succession planning.

A

Talent Management System
(TMS)

Talent Development
Lesson: Designing Learning
6 Sustaining Learning Infrastructure

112
Q

an online environment that is available to & easily accessible by employees in order to provide immediate access to a full range of information, software, guidance, advice & assistance, data, images, tools, & assessment & monitoring systems to permit job performance with minimal support & intervention by others.

A

Performance Management
(Performance Support System PSS)

Talent Development
Lesson: Designing Learning
6 Sustaining Learning Infrastructure

113
Q

type of technology system that stores & retrieves knowledge to improve understanding, collaboration, & process alignment.

A

Knowledge Management

Talent Development
Lesson: Designing Learning
6 Sustaining Learning Infrastructure

114
Q

engage trainees with their peers either directly or remotely through online tools.

A

Collaborative Learning Systems

Talent Development
Lesson: Designing Learning
6 Sustaining Learning Infrastructure

115
Q

a software application used to deliver educational content.

focused on online learning delivery & can host asynchronous, synchronous, & blended learning experiences.

A

Structured Learning Management
(LMS)

Talent Development
Lesson: Designing Learning
6 Sustaining Learning Infrastructure

116
Q

Things to consider when selecting training & development metrics:

A

Organizaitonal:
* Priorities
* Capacity
* Needs

Talent Development
Lesson: Assessing Training & Developent Outcomes
2 Metrics

117
Q

Measures the % of staff that has completed a training, online course, etc.

A

Learning Completion Rates

Talent Development
Lesson: Assessing Training & Developent Outcomes
2 Metrics

118
Q

Measures employee perceptions of, & satisfaction with a learning experience.

A

Training Expereince Satisfaction

Talent Development
Lesson: Assessing Training & Developent Outcomes
2 Metrics

119
Q

Measures the % of training/PD participants who passed teh assessment pertaining to that learning experience.

A

Assessment Pass Rate

Talent Development
Lesson: Assessing Training & Developent Outcomes
2 Metrics

120
Q

vary by employee role & help detemine whether training/PD is helping employees be succesful in their roles.

A

On-the-Job Training Metrics

Talent Development
Lesson: Assessing Training & Developent Outcomes
2 Metrics

121
Q

Measures whether identified gaps in knowledge or skills have narrowed or closed following a training/PD initiative.

A

Progress Toward Closing Knowledge & Skills Gaps

Talent Development
Lesson: Assessing Training & Developent Outcomes
2 Metrics

122
Q

Measures the efficacy of an organization’s onboarding efforts, based on the assumption that high-quality onboarding leads new hires to get “up to speed” quickly

A

New Hire Productivity

Talent Development
Lesson: Assessing Training & Developent Outcomes
2 Metrics

123
Q

Measures the extent to which employees who have participated in the organization’s training/PD offerings are being promoted within the organization.

A

Internal Mobility

Talent Development
Lesson: Assessing Training & Developent Outcomes
2 Metrics

124
Q

Measures the % of employees who are still working at the organization after a defined period of time.

A

Employee Retention

Talent Development
Lesson: Assessing Training & Developent Outcomes
2 Metrics

125
Q

Provides insight into how much the organization has invested in training or PD

A

Training Cost Per Employee

Talent Development
Lesson: Assessing Training & Developent Outcomes
2 Metrics

126
Q

Measures the extent to which a training/PD program benefits the organization.

Results presented as a dollar amount

A

Training ROI

Talent Development
Lesson: Assessing Training & Developent Outcomes
2 Metrics

127
Q

Measures whether the investments the organization makes in its workforce are beneficial.

Results preented as a dollar amount.

A

Employee ROI

Talent Development
Lesson: Assessing Training & Developent Outcomes
2 Metrics

128
Q

Tracking the % of goals met is one way to assess

A

Alignment with Goals

Talent Development
Lesson: Assessing Training & Developent Outcomes
3 Alignment with Goals & Objectives

129
Q

360 - degree systems include (select all that apply):
A. Supervisor
B. Subordinates
C. Peers
D. Self-Ratings

A

A. Supervisor
B. Subordinates
C. Peers
D. Self Ratings

360-degree evaluations include supervisor, peer, subordinate, and self-ratings in order to provide a broader and more reliable assesment of performance information

Talent Development
Training Evaluators
Evalution Tools & Techniques by Rater Quiz

130
Q

True or False
Raters do not have biases.

A

B. False
Intentional or not, raters have biases, but trainings like the rater error training can help to make raters more aware of their biases.

Talent Development
Training Evaluators
Evalution Tools & Techniques by Rater Quiz

131
Q

What are some ways to improve self-evaluations?
Select all that apply.
A. Provide employees with multiple opportunities to engage in self-evaluation
B. Ensure employees feel confident that their ratings will not be publicized
C. Focus on developing employees for future success
D. Rely soley on trainings that helpemployees understand their biases

A

A. Provide employees with mulitple opportunities to engage ni self-evaluation
B. Ensure employees feel confident that their ratings will not be publicized
C. Focus on developing employees for future success

Making employees aware of their biases may help to a degree, but relyingsolely on this approach will likely not be sufficient for improving self-evaluations.

Talent Development
Training Evaluators
Evalution Tools & Techniques by Rater Quiz

132
Q

Establishing SMART goals can help to clarify performance expectations.
A. True
B. False

A

A. True
Because SMART goals are specfic by nature, they can help clarify performance expectations for both employees and supervisors.

Talent Development
Training Evaluators
Evalution Tools & Techniques by Rater Quiz

133
Q
A

pHCLE 202311 (11 decks)

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