Term
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Definition
| -A set of systematic and planned activities designed by an organization to provide its members with the opportunities to learn necessary skills to meet current and future job demands. |
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Term
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Definition
-Human Relations Movement: factory systems sometimes abused workers so human realtions advocated more humane working conditions
-Hawthorne studies: found human relations improved performance
-World War II required massive retooling for military goods so training within industry was developed |
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Term
| World War I and Job Instruction Training |
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Definition
-World War I demanded military goods and a lot of mass training to make them
JIT based at first on: Show, Tell, Do, Check (training video watched) |
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Term
| McLagan’s primary HRD functions |
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Definition
--Training and development
-Changing or improving the employees knowledge, skills, attitudes
-Training: providing skills & knowledge to job or task
-Development: prepares for future employment needs
--Organizational development
-Process of enhancing the effectiveness of an organization and its employees through planned interventions that apply behavioral science concepts
--Career Development
-Ongoing process by which individuals progress through a series, each characterized by a relatively unique set of issues, themes and tasks
-Career Planning: Assessing individuals skills and abilities in order to establish a realistic career plan
-Career Management: Taking necessary steps to achieve the plan |
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Term
| Changing direction of HRD Profession |
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Definition
-Uncertain economic conditions force organizations to reconsider how they can grow and be profitable
-New organizational structures are changing the nature of work for employees and HRD professionals
-Global communication technology is changing the way people connect and communicate
-Diversity in the workplace continues to rise
-The accelerated pace of change requires more adaptable employees and nimbler organizations
-Concerns about security have increased
-Technology is transforming the way people work and live
-Ethical lapses at the highest levels in a large organizations have shaken employees’ loyalty trust and sense of security |
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Term
| Challenges that HRD field is facing |
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Definition
-Increasing workforce diversity
-Competing in a global economy
-Eliminating the skills gap
-Meeting need for lifelong learning
-Facilitating organizational learning
-Addressing ethnics |
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Term
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Definition
Workers will perform behaviors that they perceive will bring valued outcomes: Better the outcome better the work
-Assumes that motivation is a conscious choice
-Expectancy: belief that increase effort will increase performance
-Instrumentality: increased performance will increase wanted rewards (Negative ----Instrumentality: decrease chance of punishment)
-Valence: how good or valuable is the reward (Negative Valence: bad the punishment?) |
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Term
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Definition
Maslow's Needs Hierarchy
Alderfer's ERG theory
Herzberg's two factor theory |
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Definition
Physiological (food, water, shelter)
Safety
Social relations
Self-Esteem
Self-Actualization (reaching full potential) |
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Term
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Definition
Existence (Maslow: physiological and safety)
Relatedness (Maslow: social and status)
Growth (Maslow: esteem and self-actualization)
-Can be motivated by all three at once |
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Term
| Herzberg's Two-Factor Theory |
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Definition
Key Point: Satisfaction and dissatisfaction are not opposites but separate constructs
-Hygiene Factors are extrinsic and relate to dissatisfaction such as company policies, salary, and work conditions
-Motivators are intrinsic and related to satisfaction (=more motivation) like growth, responsibility, achievement |
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Term
| Cognitive Process Approach |
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Definition
-Expectancy Theory
-Goal-Setting Theory
-Social Learning Theory
-Equity Theory |
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Term
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Definition
-Specific and difficult goals, with self-generated feedback, lead to higher performance
-Goals that are specific, difficult, and accepted by employees lead to better performance
-Goals can: mobilize employee effort, direct attention, increase persistence, affect strategies to accomplish a task |
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Term
| Social Learning (Cognitive Theory) |
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Definition
-Outcome and self-efficacy expectations affect individual performance
-A person's belief that performing a given behavior will lead to a given outcome
-Self-Efficacy: people’s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances |
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Term
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Definition
Motivation is strongly influenced by
-People's desire to be treated fairly
-Perceptions about whether they have been treated fairly
-People have beliefs of what is fair for their contributions to the organization
-People determine fairness by comparing their returns and contributions to others
-If they feel inequity they will experience tension and find ways to reduce it (like working less hard) |
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Term
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Definition
| The Pygmalion effect, or Rosenthal effect, is the phenomenon whereby higher expectations lead to an increase in performance. The effect is named after the Greek myth of Pygmalion, a sculptor who fell in love with a statue he had carved. |
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Term
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Definition
Demonstrate-based training
A trainee is told the components of the behavior to be learned and shown a demonstration on how to perform the behavior
Then the trainee performs the behavior and receives feedback and receives social reinforcement for performing the behavior |
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Term
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Definition
| A relatively permanent change in behavior, cognition, or affect that occurs as a result of one’s interaction with the environment |
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Term
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Definition
=f(motivation X ability X perceptions of work environment)
-Focuses on the trainee's readiness to learn and combines the trainee's level of ability and motivation with his or her perceptions of the work environment |
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Term
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Definition
=f(motivation X ability X perceptions of work environment)
-Focuses on the trainee's readiness to learn and combines the trainee's level of ability and motivation with his or her perceptions of the work environment |
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Term
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Definition
-Practice beyond the point at which material or task is mastered, the rational for it is it may improve performance under different situations, makes what is learned automatic in stressful or emergency situation
-It is effective but increases time and expense of training |
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Term
| Kolb's Learning Style Inventory |
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Definition
-Asses individual's orientation toward the four modes of teh learning Process
-Concrete experience: An intuitive preference for learning through direct experience, emphasizing interpersonal relations and feeling as opposed to thinking
-Abstract Conceptualization: A preference for learning by thinking about an issue in theoretical terms
-Reflection Observation: A preference to learn by watching and examining different points of view to achieve an understanding
-Active Experimentation: A preference for learning something by actually doing it and judging its practical value |
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Term
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Definition
| The stable set of personal characteristics that account for consistent patterns of behavior |
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Definition
the transfer of new knowledge from the training into the workplace. Positive transfer: job performance increases, negative transfer: job performance decreases
Near Transfer: ability to directly apply on the job what has been learned with little adjustment *requres identical elements of job and training either physical or psychological, must have stimulus variability or having to do many different tasks not just one, and it must have support in the work environment to use training
*Far transfer: expanding on what has been learned in new and creative ways |
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Term
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Definition
A process by which an organization’s HRD needs are identified and articulated. It is the starting point of the HRD and training process
-Needs assessment can identify: Organization’s goals and its effectiveness in reaching these goals, Discrepancies between employees’ skills and the skills required, Discrepancies between current skills and the skills needed in the future, The conditions under which the HRD activity will occur |
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Term
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Definition
| A systematic study of a job to identify its major components: jobs, tasks, working conditions, KSAOs |
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Term
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Definition
-Strategic/Organizational analysis:Organization's goals, resources, climate, and environmental constraints
-Task analysis: Systematic collection of data about a specific job or group of jobs used to determine what employees should be taught to achieve optimal performance
-Person Analysis: Directed at determining the training needs of the individual employee *like doing 360 degree performance appraisals |
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Term
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Definition
Knowledge: An understanding of a body of information, usually a factual or procedural nature
Skill: An individual's level of prficiency or competency in performing a specific task; level of competency is usually expressed in numerical terms
Ability: a more general, enduring trait or capability like the power to perform an physical or mental function
Other Characteristics: Personality, interests, and attitudes |
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Term
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Definition
Knowledge: An understanding of a body of information, usually a factual or procedural nature
Skill: An individual's level of prficiency or competency in performing a specific task; level of competency is usually expressed in numerical terms
Ability: a more general, enduring trait or capability like the power to perform an physical or mental function
Other Characteristics: Personality, interests, and attitudes |
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Term
| Instructional Design Model |
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Definition
Is the practice of creating insturcitional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing.
Critiques:
-It is frequently presented in flowchart and it seems mechanistic and linear
-It is a heruistic design because it tells designers what to do but not how to do it
-It is very time consuming
-It has a top-down approach so it is separated from the people receiving training |
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Term
| Qualities of useful training Objectives |
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Definition
-Performance: An objective always says what a learner is expected to be able to do and/or produce to be considered competent; the objective sometimes describes the product or result of the doing.
-Conditions: An objective describes the important conditions (if any) under which the performance is to occur
-Criteria: Wherever possible, an objective identifies the criteria of acceptable performance by describing how well the learner must perform in order to be considered acceptable. |
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Term
| Qualities of useful training Objectives |
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Definition
-Performance: An objective always says what a learner is expected to be able to do and/or produce to be considered competent; the objective sometimes describes the product or result of the doing.
-Conditions: An objective describes the important conditions (if any) under which the performance is to occur
-Criteria: Wherever possible, an objective identifies the criteria of acceptable performance by describing how well the learner must perform in order to be considered acceptable. |
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Term
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Definition
-Translates program objectives into an executable training session
-Trainer’s guide for the actual delivery of the training content.
-Determines in advance what is to be covered and how much time is devoted to each part of the session
-Should Specify:
-Content to be covered
-Sequencing of activities
Selection or design of training media
-Selection or development of experiential exercises, or both
Timing and planning of each activity
-Selection of the method of instruction to be used
-Number and type of evaluation items to be used |
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Term
| Selecting Training Methods |
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Definition
1. What are the objectives of the program
2. Time and Money available
3. Availability of other resources
4. Trainee Characteristics and preferences |
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Term
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Definition
-Can be defined as instructional content or learning experiences delivered or enabled by electronic technology.
-Functionally, e-learning can include a wide variety of learning strategies and technologies |
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Term
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Definition
-As existing level of expertise increases, learners become more creative and confident
-Training methods also shift more toward exploratory or experiential methods
-novice trainees generally require more guided or instruction-centered training methods |
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Term
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Definition
-Job instruction, job rotation, coaching, mentoring
-Conducting training at a trainee’s regular workstation
-Most employees receive at least some training and coaching on the job
Much on the job training is conducted informally
-Advantages: facilitates transfer of learning because of immediate opportunity to practice work tasks on the job, reduces training costs because no training facilities are needed
-Limitations: physical constraints, other distractions that could inhibit learning using expensive equipment for training could result in costly damage or disruption of production schedule, using on the job training in front of customers could temporarily reduce quality of service, when involving dangerous equipment or chemicals it could threaten the safety of others working with or in close proximity of the trainee |
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Term
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Definition
-Are conducted outside of the normal work setting and can be any training space away from the work site.
-Advantages: permit use of variety of training techniques, such as videos, lectures, discussions, role playing and simulation. Second, the environment can be controlled to minimize distractions, and third classroom setting can accommodate large numbers of trainees than on the job training
Disadvantages: Increased costs from different location and training materials, and dissimilarity to the job setting making transfer of training more difficult
Five primary Categories classroom training are: lecture, discussion, audiovisual media, experiential methods, and computer based training |
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Term
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Definition
-Lecture Approach:: oral presentation of information by a subject matter expert to a group of listeners
Discussion Method:Trainer has two way communication with trainees, trainees are in communication with each other
Types of questions for discussions:
-Direct questions: used to produce very narrow response
-Reflective questions: used to make sure the message was received as intended
-Open-ended questions: used to challenge the trainees to increase their understanding of a specific topic
-Audiovisual Methods: use of various media to illustrate or demonstrate the training of material. Static Media: not moving media, dynamic media: moving media
Telecommunications: Instructional Television
Teleconferencing: Conferences or training programs conducted between remote locations |
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Term
| Transition of training evaluation |
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Definition
-Efforts at training evaluation have moved through four stages since the 1960s.
-Stage One focuses on anecdotal reactions
-Stage Two involves experimental methodology
-Stage Three creatively matches research methodology to organizational constraints
-Stage Four shifts the focus of evaluation from post-program results to the entire HRD process |
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Term
| Training group vs. Control Group |
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Definition
| In experimental research studies to analyze the effectiveness of the training one group is trained and another group is not and then certain things are measured to evaluate the training effectiveness |
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Term
| Evaluation Design Methods |
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Definition
-Godenstein's Changing Evaluation Emphasis
-Kirkpartrick's Frmeowrk Study
-Brinderhoff's Six Stages
-Kraiger, Ford & Salas' Classification of learning outcomes
-Galvin's CIPP Training Evaluation Criteria
-Hotlon's Training Evaluation Criteria
-Phillips |
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Term
| Kirkpatrick's Framework Study |
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Definition
-Reaction: Did the trainees like the program? Did the trainees think it valuable?
-Learning: did they learn what objectives said they should learn
-Job behavior: did they use learning back on job?
-Results: Has HRD improved organization's effectiveness |
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Term
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Definition
Goal Setting: What is the need?
Program Design:What will work to meet the need?
Program Implementation: Is it working, with the focus on the implementation of the program?
Immediate Outcomes: Did participants learn?
Intermediate or Usage Outcomes: Are the participants using what they learned?
Impacts and Worth: Did it make a worthwhile difference to the organization? |
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Term
| Kraiger, Ford, & Salas' Classification of Learning Outcomes |
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Definition
| Category, learning constructs, focus measurement, potential evaluation methods |
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Term
| CIPP Galvin Training Evaluation Criteria |
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Definition
-Context
-Input
-Process
-Product |
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Term
| Hotel Training Evaluation Criteria |
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Definition
Secondary Influences
Motivation Elements
Environmental Elements
Outcomes
Ability/Enabling Elements |
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Term
| Phillips Training Evaluation Criteria |
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Definition
Five levels:
Reaction and planned action
learning
applied learning on the job
business results
Return on investment |
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Term
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Definition
| a person or group with an interest in seeing an endeavor succeed and without whose support the endeavor would fail |
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Term
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Definition
-Interview: Advantages: Flexible, Opportunity for clarification, Depth possible, Personal contact
Disadvantages: High reactive effects, High cost, Face-to-face threat potential, Labor intensive, Trained observers needs
-Questionnaire: Advantages: low cost, honesty increased if anonymous, Disadv: possible inaccurate data, on-job responding conditions not controlled
-Direct Observation: Adv: Non thratenin, excellent way to measure behavior. Disav: possibly disruptive, reactive effect possible, unreliable, trained observers needed
-Written Test- Adv: low cost, readily scored, easily processed, wide sampling. Dis adv: threatening, low relation to job performance, reliance on norms may distort individual performance, cultural bias
-Simulation/Performance Test: Reliable, objective, job related performance. Dis adv: time consuming, simulation often difficult, high development cost
-Archival Performance Data: Reliable, objective, easy to review, minimal reactive effects. Dis adv: criteira for keeping or discarding records, info system discrepancies, indirect, needs to be converted to usable form, may be expensive to collect |
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