Training Methods & Evaluation Flashcards by A HL

Needs Analysis & Training Methods

list & briefly describe the 4 analyses included in a needs analysis

1) organizational analysis
2) job (task) analysis
3) person analysis
4) demographic analysis

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Training Methods & Evaluation

this component of a needs analysis is used to identify organizational goals & determine if employee performance problems are due to a lack of training or to inadequate selection procedures or other factors

an organizational analysis

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Training Methods & Evaluation

this component of a needs analysis is used to identify the knowledge, skills, abilities, & other characteristics a person must have to successfully perform the job

task (job) analysis

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Training Methods & Evaluation

this component of a needs analysis is used to identify which employees have deficiencies that require training

person analysis

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Training Methods & Evaluation

this component of a needs analysis is used to identify the training needs of specific groups of workers, such as older vs. younger works

a demographic analysis

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Training Methods & Evaluation

the results of a needs analysis are used to identify what?

training goals & the best methods for achieving those goals

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Needs Analysis & Training Methods

apprenticeships, coaching, mentoring, cross-training, & job rotation are all features of what type of training method?

on-the-job training

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Needs Analysis & Training Methods

this type of on-the-job training involves teaching employees how to perform the essential tasks performed by other employees who have related jobs so they can temporarily fill in for those workers when necessary

cross-training

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Needs Analysis & Training Methods

this type of on-the-job training is often used to train managerial level employees and involves having them rotate through a pre-determined set of jobs within the organization

job rotation

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Needs Analysis & Training Methods

classroom discussions & lectures, technology-based learning, behavioral modeling, & simulation training (e.g., vestibule & virtual reality training) are features of what type of training method?

off-the-job

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Training Methods & Evaluation

behavior modeling is based on what theory?

Bandura’s (1986) social learning theory

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Training Methods & Evaluation

this type of off-the-job training method involves having trainees observe a model perform the desired behaviors, then they are given feedback and reinforcement while they practice the desired behaviors

behavior modeling

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Needs Analysis & Training Methods

list 2 advantages of on-the-job training methods

1) usually more cost-effective
2) alleviates problems related to transfer & training

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Needs Analysis & Training Methods

list 3 major disadvantages of on-the-job training methods

1) potential for errors
2) safety problems
3) a slowdown or disruption of productivity

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Needs Analysis & Training Methods

this type of off-the-job trainng method includes video conferencing, webinars, and computerized self-study

technology-based learning

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Needs Analysis & Training Methods

this types of off-the-job training method takes place in an environment that’s similar to the actual work environment and is useful when on-the-job training would be too costly or dangerous

simulation training

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Needs Analysis & Training Methods

this type of simulation training allows trainees to acquire skills using the actual machinery or equipment they will use on the job

vestibule training

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Needs Analysis & Training Methods

this type of simulation training uses technology to create digital simulations of situations that are simiilar to those that workers will encounter actual job settings

virtual reality

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Needs Analysis & Training Methods

list 3 advantages of off-the-job training methods

1) provides greater control over the training environment
2) allows a large number of employees to be trained at the same time
3) permits the use of multiple training methods

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Needs Analysis & Training Methods

list the 2 disadvantages of off-the-job training methods

1) it may cost more than on-the-job training
2) may not provide adequate transfer of training

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Evaluation

this evaluation model distinguishes between 4 types of evaluation: formative, summative, confirmative, & meta

Dessinger & Moseley’s (2010) full-scope evaluation model

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Evaluation

according to Dessinger & Moseley’s (2010) Full-Scope Evaluation Model, this type of evaluation is conducted while the training program is being developed for the purpose of determining what changes are needs for the program to achieve it’s goals.

formative evaluation

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Evaluation

having subject matter experts review the content of the program and administering measures of attitudes & learning to a group of trainees after they complete each component of the program are examples of which type of evaluations according to Dessinger & Moseley’s (2010) Full-Scope Evaluation Model:

A) confirmative
B) formative
C) meta
D) summative

B) formative

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Evaluation

according to Dessinger & Moseley’s (2010) Full-Scope Evaluation Model, this type of evaluation is conducted soon after the entire training program has been delivered to a group of trainees to determine its immediate effects.

summative evaluation

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# **Evaluation** assessing trainees reactions to training and the effectiveness of training for meeting its goals are **examples of which type of evaluations** according to Dessinger & Moseley's (2010) Full-Scope Evaluation Model: A) confirmative B) formative C) meta D) summative

D) summative evaluation

# **Evaluation** according to Dessinger & Moseley's (2010) Full-Scope Evaluation Model, this **type of evaluation** is often on-going and is conducted months, sometimes even years, after the training is delivered to evaluate its long-term effects

confirmative evaluation

# **Evaluation** according to Dessinger & Moseley's (2010) Full-Scope Evaluation Model, this **type of evaluation** is an on-going quality control evaluation that is conducted during and after all other types of evaluations to assess their reliability & validity

meta evaluation

# **Evaluation** according to Dessinger & Moseley's (2010) Full-Scope Evaluation Model this type of evaluation assesses the process, products, and results of all other types of evaluations A) confirmative B) formative C) meta D) summative

C) meta

# **Evaluation** this evaluation model distinguishes between 4 levels of criteria that are ordered least to most informative: reaction, learning, behavior, and results

Kirkpatrick's (1998) **four-level evaluation model**

# **Evaluation** according to Kirkpatrick's (1998) Four-Level Evaluation Model, **this criteria** assesses trainee's impression of the training

reaction criteria

# **Evaluation** according to Kirkpatrick's (1998) Four-Level Evaluation Model, **this criteria** assesses how well trainee's acquired the information and skills presented during training

learning criteria

# **Evaluation** according to Kirkpatrick's (1998) Four-Level Evaluation Model, **this criteria** evaluates the degree to which training has had a positive effect on trainee's job performance

behavior criteria

# **Evaluation** according to Kirkpatrick's (1998) Four-Level Evaluation Model, **this criteria** assesses the effect of training on return on investment or client satisfaction and other organizational outcomes

results criteria

# **Evaluation** according to Kirkpatrick's (1998) Four-Level Evaluation Model, this level of criteria is considered to be the **most useful** but are difficult to assess because it's often not possible to determine whether changes and outcomes are due to training or other factors

results criteria

# **Training Methods & Evaluation** these training methods involve having inexperiences employees observe & learn about the job from a supervisor or experienced employee

on-the-job methods

# **Training Methods & Evaluation** this term refers to a relationship between a more experienced person (A) and a less experience person (B) in which person A provides support & guidance to person B to assist in person B's professional development

mentoring

# **Training Methods & Evaluation** list the 2 functions of mentoring

1) **career** functions 2) **psychosocial** functions

# **Training Methods & Evaluation** this type of functioning incorporated into mentoring depends on the mentor's status & influence in the organizations and include behaviors that prepare mentees for advancement within their organizations

**career** functions

# **Training Methods & Evaluation** this type of functioning incorporated into mentoring depends on the interpersonal bond between the mentor

**psychosocial** functions

# **Training Methods & Evaluation** acting as a trainer or tutor, sponsoring the advancement of mentees, & increasing the exposure & visibility of mentees are behaviors associated with what function of mentoring?

**career** functioning

# **Training Methods & Evaluation** role-modeling, offering advice, providing support, & engaging in other behaviors that promote the mentee's personal & professional growth and feelings of self-confidence and self-efficacy are associated with what functions of mentoring?

**psychosocial** functions

# **Training Methods & Evaluation** this term refers to a process used to **encourage employees** to accept responsibility for their own performance, to enable them to achieve and sustain superior performance, and to treat them as partners in working toward organizational goals & effectiveness

coaching

# **Training Methods & Evaluation** list the 2 activities involved in coaching

1) coaching analysis 2) coaching discussions

# **Training Methods & Evaluation** this coaching activity involves identifying the conditions that contribute to the employee's satisfactory & unsatisfactory performance

coaching **analysis**

# **Training Methods & Evaluation** this coaching activity involves direct communications between the coach & employee that are aimed at helping the employee achieve & maintain optimal performance

coaching **discussions**

# **Training Methods & Evaluation** how does coaching differ from mentoring

* **focus on performance** rather than career & personal development * **more formal & structured** with regularly scheduled meetings, specific tasks, & measurable goals * **shorter duration & time-bound** * typically addresses the **needs of both the employees and organization** rather than only the needs of the employee * consists of a **co-created agenda** rather than being set by the mentee & supported by mentor

# **Training Methods & Evaluation** this type of coaching focuses on leadership skills & ability to achieve short- and long-term organizational goals

**executive** coaching

# **Training Methods & Evaluation** this type of coaching focuses on interpersonal dynamics & improving the ability of a team to achieve its goals

**team** coaching

# **Training Methods & Evaluation** list the 3 factors that affect the degree to which trainees acquire & retain new information and skills

a) distributed vs. massed practice b) whole-task vs. part-task training c) overlearning

# **Training Methods & Evaluation** this type of training is more effective and involves providing opportunities for learning & practice in multiple sessions with periods of rest between sessions

**distributed** practice

# **Training Methods & Evaluation** this type of training is less effective and involves providing opportunities for learning practice in one session

**massed** practice

# **Training Methods & Evaluation** this type of training involves teaching an entire tast at once

**whole-task** training

# **Training Methods & Evaluation** this type of training involves dividing tasks into subtasks and teaching each subtask separately

**part-task** training

# **Training Methods & Evaluation** which type of training, whole-task or part-task, is generally the best approach

* it depends on the task whole-task is more effective for **highly organized** tasks & **highly interrelated** subtasks

# **Training Methods & Evaluation** this term refers to **learning or practicing beyond the point of mastery** & results in automaticity, which occurs when information is recalled or a behavior is performed with little conscious effort or awareness

overlearning

# **Training Methods & Evaluation** this term refers to the physical and psychological symptoms that can occur when athletic training is excessive and symptoms include decreased performance, fatigue, persistent muscle & joint soreness, GI issues, apathy, depression, & anxiety

overtraining | **NOT overlearning**

# **Training Methods & Evaluation** automaticity is especially important

1) for tasks that are **performed relatively infrequently** 2) when correct performance is essential because **errors can have serious negative consequences**

# **Training Methods & Evaluation** list the 3 factors that have been found to maximize transfer of training

1) identical elements 2) stimulus variability 3) support

# **Training Methods & Evaluation** this factor maximizes transfer of training and refers to the idea that **the more similar the training & work situations are, the greater the transder of training**

identical elements | **aka physical &. psychological fidelity** ## Footnote assocaited with **the principle of identical elements**

# **Training Methods & Evaluation** this factor maximizes transfer of training when a variety of stimuli are used during training and includes using multiple examples of a concept & providing opportunities to practice a behavior in a variety of conditions

stimulus variability

# **Training Methods & Evaluation** this is a factor that maximizes transfer of training refers to the idea that transfer of training is affected by the amount of support trainees receive for using newly acquired skills & knowledge on-the-job and includes maintaining a transfer of training climate that emphasizes the importance of training and offers sufficient peer and supervisor support and opportunities to use new skills and knowledge.

support

# **Training Methods & Evaluation** this term is associated with identical elements and refers to how similar the physical training & physical work conditions are

physical fidelity

# **Training Methods & Evaluation** this term is associated with identical elements and refers to the degree to which training helps trainees acquire knowledge, skills, abilities, etc. (KSAOs) needed to perform the job

psychological fidelity

# **Training Methods & Evaluation** this type of training evaluation is conducted to assist with the development & improvement of a program

**formative** evaluation

# **Training Methods & Evaluation** this type of training evaluation is conducted to determine whether program outcomes met the program's goals

**summative** evaluation

# **Training Methods & Evaluation** list the 5 componets of a formative evaluation

1) **needs** assessment 2) **evaluability** assessment 3) **structured** evaluation 4) **implementation** evaluation 5) **process** evaluation

# **Training Methods & Evaluation** list the 5 components of a summative evaluation

1) **outcome** evaluation 2) **impact** evaluation 3) **cost-effectiveness & cost-benefit** analysis 4) **secondary** analysis 5) **meta**-analysis

# **Training Methods & Evaluation** this component of a formative evaluation is conducted to **determine the needs** of the proposed participants **& the methods** for meeting those needs

needs assessment

# **Training Methods & Evaluation** this component of a formative evaluation is conducted to **determine if an evaluation of the program's effectiveness is possible & practical**

evaluability assessment

# **Training Methods & Evaluation** this component of a formative evaluation is conducted to **define the program, its participants, and potential outcomes**

structured evaluation

# **Training Methods & Evaluation** this component of a formative evaluation is conducted to **monitor the fidelity of the program**

implementation evaluation

# **Training Methods & Evaluation** this component of a formative evaluation is conducted to evaluate **how the program was delivered**

process evaluation

# **Training Methods & Evaluation** this component of a summative evaluation is conducted to **determine if the program achieved its stated goals**

outcome evaluation

# **Training Methods & Evaluation** this component of a summative evaluation is conducted to **idenfiy the intended and unintended effects of the program on the organization**

impact evaluation

# **Training Methods & Evaluation** this component of a summative evaluation is conducted to **assess program outcomes in terms of costs and benefits**

cost-effectiveness & cost-benefit analysis

# **Training Methods & Evaluation** this component of a summative evaluation is conducted to **identify any new questions or methods not previously addressed**

secondary analysis

# **Training Methods & Evaluation** this component of a summative evaluation is conducted to **integrate all outcome estimates & derive a summary evaluation**

meta-analysis

# **Training Methods & Evaluation** match the description with the correct type of evaluation according to the Dessinger-Moseley full-scope evaluation model: **formative, summative, confirmative, or meta-evaluation** a) this evaluation is an on-going process that's conducted during & after the other types of evaluations for the purpose of assessing their reliability & validity b) this evaluation is conducted during the development of a training program to determine what changes are needed for the program to achieve its goals c) this evaluation is conducted soon after the entire training program has been delivered to determine its immediate effects d) this evaluation is conducted at a later time to evaluate the long-term effects of training & involves administering measures similar to those administeed as part of another type of evaluation

a) meta-evaluation b) formative c) summative d) confirmative