Employee Training & Development Vocabulary Chapters 1, 3-5
Converger
Good at decisiveness, practical application of ideas and hypothetical deductive reasoning
Diverger
Good at generating ideas, seeing a situation from multiple perspectives and being aware of meaning and value
Accommodator
Good at implementing decisions, carrying out plans and getting involved in new experiences
Assimilator
Good at inductive reasoning, creating theoretical models, and combing disparate observations into an integrated explanation
Person Analysis
Involves 1. Determining whether performance deficiencies result from a lack of knowledge, skill or ability or from a motivation or work design problem; 2. Identifying who needs training and 3. Determining employee readiness for training.
Tacit Knowledge
Personal knowledge based on individual experiences that is difficult to codify. Acquired through informal learning and communicated and observing experiences, skills, and behaviors with others.
Near Transfer
Trainees ability to apply learned capabilities exactly to the work situation when the work environment is identical to the training session.
Overlearning
Trainees need to continue to practice even if they have been able to perform the objective several times.
Curriculum Road Map
a figure showing all of the courses in a curriculum, the paths the learners can take through it and the sequences in which courses have to be completed.
Trainability
a function of the individual's ability and motivation
Training
a planned effort by a company to facilitate learning of job-related competencies, knowledge, skills and behaviors by employees.
Positive Reinforcement
a pleasurable outcome resulting from a behavior
Part Practice
a task should be practiced individually as soon as each is introduced to the training program.
Generalization
a trainee's ability to apply what they learned to on-the job work problems and situations encountered in the learning environment-training.
Whole Practice
all tasks should be practiced at the same time. If the skills introduced in training are related to each other, the trainee should demonstrate all of them in a practice session after they have all been practiced individually.
Subject Matter Expert
are employees, mangers, trainers, and even customers who are knowledgeable with regard to training issues, the knowledge, skills and abilities required for successful task performance, the necessary equipment and the conditions under which the task have to be performed.
Goal Setting Theory
behavior results from a person's conscious goals and intentions.
Design Document
can be used to guide the development of training and to explain the training to others
Spaced Practice
conditions in which individuals are given rest intervals within practice sessions.
Massed Practice
conditions in which individuals practice a task continuously without resting. It is also having trainees complete practice exercises at one time within a lesson.
Organizational Analysis
determining the appropriateness of training given the company's business strategy, its resources available for training and support by managers and peers for training activities.
Reinforcement Theory
emphasizes that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors.
Social Learning Theory
emphasizes that people learn by observing other persons whom they believe are credible and knowledgeable.
Knowledge Workers
employees who contribute to the company through what they know. They contribute specialized knowledge that managers may not have, such as information about customers.
Self-efficacy
employees' belief that they can perform their job or learn the content of the training program successfully.
Fidelity
extent to which the training environment is similar to the work environment.
Information Processing Theory
focuses on the internal processes that occur when training content is learned/retained.
Physical Requirements
he degree to which the task requires the person to use physical skills/abilities to perform the task.
Quantitative Ability
how fast and accurately a person can solve math
Task Analysis
identifies the important tasks and knowledge, skills, and behaviors that need to be emphasized in training for employees to complete their tasks.
Knowledge
includes facts or procedures.
Ability
includes the physical and mental capacities to perform a task
Skill
indicates competency in performing a task.
Explicit Knowledge
knowledge which is well documented, easily articulated and easily transferred from person to person. Examples: checklists, flowcharts, formulas, definitions, etc.
Human Capital
knowledge, advanced skills, system understanding and creativity and motivation to deliver high-quality products/services.
Informal Learning
learning that is learner initiated, involves action and doing, is motivated by an intent to develop and does not occur in a formal learning setting. Does not involve a trainer or instructor.
Reasoning ability
person's capability to invent solutions to problems
Verbal Comprehensions
person's capacity to understand and use written and spoken language
Punishment
presenting an unpleasant outcome after a behavior, leading to a decrease in that behavior.
Objective
purpose and expected outcome of training activities
Crowdsourcing
refers to asking a large group of employees to help provide information for needs assessment that they are not traditionally asked to do.
Performance Orientation
refers to learners who focus on task performance and how they compare to others. They define success as high performance relative to others.
Learning Orientation
related to trying to increase ability in a task. They believe training success is defined as showing improvement and making progress.
Social Capital
relationships in the company.
Learning
relatively permanent change in human capabilities that can include knowledge, skills, competencies, attitudes or behaviors that are not the result of growth processes.
Competency
sets of skills, knowledge, abilities, and personal characteristics that enable employees to perform their jobs successfully.
Motivation to learn
the amount of effort that a trainee will expend in learning
Intellectual Capital
the codified knowledge that exists in a company.
Overall Task Complexity
the degree to which a task requires a number of distinct behaviors, the number of choices involved in performing the task and the degree of uncertainty in performing the task.
Locus of control
the degree to which individuals make external or internal attributions about outcomes. External: outcomes attributed to luck or actions of others. Internal: outcomes based on one's own behavior.
Mental Requirements
the degree to which the task requires the subject to use or demonstrate mental skills or cognitive skills or abilities to perform the task.
Opportunity to perform
the extent to which the trainee is provided with or seeks out experiences that allow application of the newly learned knowledge, skill or behaviors from the training program.
Program Design
the organization and coordination of the training program. Should include what goes on before, during and after the training program.
Knowledge Management
the process of enhancing company performance by designing and implementing tools, processes, systems, structures and cultures to improve creation, sharing and use of knowledge. This contributes to informal learning.
Maintenance
the process of trainees continuing to use what they learned over time
Extinction
the process of withdrawing positive or negative reinforces to eliminate a behavior
Needs Assessment
the process to determine whether training is necessary
Negative Reinforcement
the removal of an unpleasant outcome
Customer Capital
the value of relationships with persons or other organizations outside the company for accomplishing the goals of the company.
Far Transfer
trainee's ability to apply learned capabilities to the work environment, even though the work environment is not identical to the training session.
Transfer of training
trainees effectively and continually applying what they have learned in training to their jobs.
Formal Training and Development
training and development programs, courses and events that are developed and organized by the company. Can include face-to-face or online programs.
Development
training as well as formal education, job experiences, relationship and assessments of personality, skills and abilities that help employees prepare for future jobs/positions.
Cross Training
training employees in a wide range of skills so they can fill any of the roles needed to be performed on the team. Gives work teams maximum flexibility.
Benchmarking
using information about other companies training practices to help determine the appropriate type, level and frequency of training.