TD Exam 1
how can opportunity to perform be measured?
Opportunity to perform can be measured by asking former trainees to indicate (1) whether they perform a task, (2) how many times they perform the task, and (3) the extent to which they perform difficult and challenging tasks.
project manager
Plans, obtains, and monitors the delivery of learning and performance solutions to support the business
Formal training and development
Programs, courses, and events that are developed and organized by the company
how new technology has improved training and development
Technology has many advantages, including reduced travel costs, greater accessibility to training, consistent delivery, the ability to access experts and share learning with others, and the possibility of creating a learning environment with many positive features such as feedback, self-pacing, and practice exercises
expectancies
Beliefs about the link between trying to perform a behavior and actually performing well
why should upper level managers be included in the needs assessment process?
Company leaders view the needs assessment process from the broader company perspective rather than focusing on specific jobs. Company leaders are involved in the needs assessment process to identify the role of training in relation to other human resource practices in the company (e.g., selection and compensation of employees). Company leaders want training to anticipate needs, aligned with where the business is going.
professional specialist
Designs, develops, delivers, and evaluates learning and performance solutions
learning strategist
Determines how workplace learning can be best used to help meet the company's business strategy
Low levels of opportunity to perform can indicate
Individuals who report low levels of opportunity to perform may be prime candidates for "refresher courses" (courses designed to let trainees practice and review training content). Low levels of opportunity to perform may also indicate that the work environment is interfering with using new skills. Finally, low levels of opportunity to perform may indicate that training content is not important for the employee's job.
customer capital
The value of relationships with persons or other organizations outside the company for accomplishing the goals of the company
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.
how awareness of generational differences can help create an appropriate learning environment
To be an effective trainer, you need to stay in touch with pop culture and world events, be familiar with relevant studies and surveys, and know your audience. Trainers need to be aware of the shared values of the learners that may be based around age, personality, or other characteristics such as geography or profession. This will help you use language, examples, stories, illustrations, and references in training that the learners can relate to based on their experiences.
4 roles that training and development professionals can take
learning strategist, business partner, project manager, professional specialist
balances scorecard
means of performance measurement that provides managers with a chance to look at the overall company performance or the performance of departments or functions (such as training) from the perspective of internal and external customers, employees, and shareholders.
knowledge management
the implementing of systems and practices to increase the sharing of knowledge and information throughout an organization
human capital
the sum of the attributes, life experiences, knowledge, inventiveness, energy, and enthusiasm that the company's employees invest in their work
far transfer
the trainee's ability to apply learned capabilities to the work environment, even though the work environment is not identical to that of the training session
valence
the value that a person places on an outcome
centralized training
training and development programs, resources, and professionals are primarily housed in one location and that decisions about training investment, programs, and delivery methods are made from that department
4 perspectives of balanced scorecard
• Customer (time, quality, performance, service, cost) • Internal (processes that influence customer satisfaction) • Innovation and learning (operating efficiency, employee satisfaction, continuous improvement) • Financial (profitability, growth, shareholder value)
Limitations using smartphones or notebooks
- Learning outcome limited on Cognitive strategies, Attitudes, Motor skills - Learning environment limited on Practice, and interaction - Limited personal interaction, and interaction with the content using many mobile devices - Not all employees will be comfortable using technology
advantages of centralized training
- helps drive stronger alignment with business strategy - allows development of a common set of metrics or scorecards to measure and report rates of quality and delivery - helps to streamline processes - gives the company a cost advantage in purchasing training from vendors and consultants because of the number of trainees who will be involved - helps companies better integrate programs for developing leaders and managing talent with training and learning during times of change.
Core values of TQM
- methods and processes designed to meet the needs of internal and external customers - every employee receives training in quality - quality is built into a product or service so that errors are prevented from occurring rather than being detected and corrected - the company promotes cooperation with vendors, suppliers, and customers to improve quality and hold down costs - managers measure progress with feedback based on data
how can self-efficacy beliefs be enhanced in a training context?
1. Letting employees know that the purpose of training is to try to improve performance rather than to identify areas in which employees are incompetent. 2. Providing as much information as possible about the training program and the purpose of training prior to the actual training. 3. Showing employees the training success of their peers who are now in similar jobs. 4. Providing employees with feedback that learning is under their control and they have the ability and the responsibility to overcome any learning difficulties they experience in the program.
near transfer
A trainee's ability to apply learned capabilities exactly to the work situation.
How can the components of the expectancy theory be enhanced in a training context?
From a training perspective, expectancy theory suggests that learning is most likely to occur when employees believe that they can learn the content of the program (expectancy). Also, learning and transfer of training are enhanced when they are linked to outcomes such as better job performance, a salary increase, or peer recognition (instrumentality), and when employees value these outcomes (valence).
age generations
Traditionalists prefer a standard training room with a stable, orderly learning environment. They do not like to be put on the spot in front of other trainees. They value direct presentation of information and training materials that are organized logically. They like trainers to ask them to share their experiences or anecdotes; but they also look to the trainer to provide expertise. Baby boomers prefer classroom learning. Baby boomers respond well to interactive training activities—they like group activities and well-organized training materials with an overview of the information and an easy way to access more detailed information. Compared to the other groups, they are especially motivated to learn if they believe that training content will benefit them personally. Baby boomers need to work on translating the knowledge they have into skills. This means trainers should ensure that within courses and programs there are opportunities for boomers to put knowledge gained into practice. Members of Generation X (Gen Xers) prefer a self-directed learning environment that includes technology-delivered methods. They respond best to training methods that allow them to work at their own pace: CD-ROMs and web-based training, for instance. Gen Xers are highly motivated learners who view training as a way to increase their employability. They like to learn by doing, through experimentation and feedback. They respond best to training materials that provide visual stimulation with relatively few words. Question and answer sessions help meet Gen Xers' need for giving and receiving feedback. Although they are techno-savvy, millenniums like to learn by working alone and helping others to learn. They prefer a blended learning approach that involves self-paced online learning for acquiring basic concepts, ideas, and knowledge, followed by group activities and hands-on practice in which they work with others on questions, cases, and role-playing. They are motivated to learn skills and acquire knowledge that will help make their working lives less stressful and increase their employability. They place a high value on money so linking training to monetary incentives may facilitate learning. Millennials value experiences that can help them grow, want meaning from their work, access to great technology, space for socialization and collaboration, and honest feedback. Milliennials have adopted the social media platforms and technology for not just networking but for learning.
Which capitals are most directly influenced by training and development
Training and development have a direct influence on human and social capital because they affect education, work-related know-how and competence, and work relationships
business partner
Uses business and industry knowledge to create training that improves performance
instrumentality
a belief that performing a given behavior is associated with a particular outcome
organizational analysis
a process for determining the appropriateness of training, given the company's business strategy
intellectual capital
codified knowledge that exists in a company
business-embedded learning function
customer-focused, views trainees as customers, also views managers as customers who make decisions to send employees to training, and senior-level managers as customers who allocate money for training, it takes more responsibility for learning and evaluating training effectiveness, provides customized training solutions based on customer needs, and determines when and how to deliver training based on customer need, 5 competencies: strategic direction, product design, structural versatility, product delivery, and accountability for results
self efficacy beliefs
employees' belief that they can perform their job or learn the content of the training program successfully
3 components of expectancy theory
expectancy, instrumentality, valence
when are each type of seating arrangements appropriate
fan - allowing trainees to see from any point in the room, can easily switch from listening to a presentation to practicing in groups, and trainees can communicate easily with everyone in the room, effective for training that includes trainees working in groups and teams to analyze problems and synthesize information classroom - If the training primarily involves knowledge acquisition, with lecture and audiovisual presentation being the primary training method conference - If training emphasizes total-group discussion with limited presentation and no small group interaction horseshoe - If the training requires both presentation and total-group instruction
4 types of seating arrangements
fan, classroom, conference, horseshoe
3 different ways learning occurs in a company
formal training and development, informal learning, knowledge management
4 types of capital
human, social, customer, intellectual
task analysis
identifies the important tasks and knowledge, skills, and behaviors that need to be emphasized in training for employees to complete their tasks
person anaylsis
involves (1) determining whether performance deficiencies result from a lack of knowledge, skill, or ability (a training issue) or from a motivational or work-design problem; (2) identifying who needs training; and (3) determining employee readiness for training
what are near/far transfer's implications for training design?
near: •Trainees follow standardized procedures, processes and checklists •Trainees are given an explanation of the differences between training and the work tasks •Trainees should only focus on the major differences in the training •Trainees need to understand the concept behind the procedure •Behaviors and skills should contribute to effective performance far: •General concepts •General principals •Prompts or triggers for action Near Transfer refers to the trainee's ability to apply what was learned exactly to the work situation. Trainees must learn general principles of conflict resolution that they can apply to a wide variety of situations as circumstances dictate. Far Transfer refers to the trainee's ability to apply learned capabilities to the work environment, even though the work environment (equipment, problems, and tasks) is not identical to that of the training session. The implication for far transfer training design requires some skill training based on the social learning theory. This means trainees need to identify key behaviors that are needed to be successful in a situation. These behaviors can hopefully be applied to multiple situations.
3 levels of analysis for conducting a needs assessment
organizational analysis, person analysis, task analysis
social capital
relationships in the company
strategies for marketing training
• Involve the target audience in developing the training or learning effort. • Demonstrate how a training and development program can be used to solve specific business needs. • Showcase an example of how training has been used within the company to solve specific business needs. • Identify a "champion" (e.g., a top-level manager) who actively supports training. • Listen and act on feedback received from clients, managers, and employees. • Advertise on e-mail, on company websites, and in employee break areas. • Designate someone in the training function as an account representative who will interact between the training designer or team and the business unit, which is the customer. • Determine what financial numbers—such as return on assets, cash flow from operations, or net profit or loss—top-level executives are concerned with and show how training and development will help improve those numbers. • Speak in terms that employees and managers understand. Don't use jargon. • Win a local or national training industry award or recognition. • Publicize learner or manager success stories or feature those who have earned certifications or degrees using newsletters or websites.
the various ways in which competency models can be useful
• They identify behaviors needed for effective job performance. These models ensure that feedback given to employees as part of a development program relate specifically to individual and organizational success. • They provide a tool for determining what skills are necessary to meet today's needs, as well as the company's future skill needs. They can be used to evaluate the relationship between the company's current training programs and present needs. That is, they help align training and development activities with the company's business goals. They can be used to evaluate how well the offerings relate to anticipated future skill needs. • They help determine what skills are needed at different career points. • They provide a framework for ongoing coaching and feedback to develop employees for current and future roles. By comparing their current personal competencies to those required for a job, employees can identify competencies that need development and choose actions to develop those competencies. These actions may include courses, job experiences, and other types of development. (Development methods are detailed in Chapter Nine, "Employee Development and Career Management.") • They create a "road map" for identifying and developing employees who may be candidates for managerial positions (succession planning). • They provide a common set of criteria that are used for identifying appropriate development training and learning activities for employees, as well as for evaluating and rewarding them. This helps integrate and align the company's HR systems and practices.
disadvantages of centralized training
• Trainers need to make a greater effort to develop relationships with the business unit they support since they are sometimes seen as an "outsider." • It may take longer to identify knowledge and skill deficiencies since the trainer must study the business unit from a distance and is not a subject matter expert. • The training budget for the entire organization is an easy target during cost-cutting times. • Finding another trainer as a mentor is more difficult when trainers work by themselves. • Trainers tend to be generalists who must perform a variety of roles well. This can be difficult for a new trainer whose strength is in subject matter expertise. • Finding a replacement or successor can be difficult if trainers are not cross trained to function in other business units. • Training design and delivery varies in quality and consistency. • Some organization have "dotted line" reporting to a central training manager, which can be confusing, disruptive or cause conflict.
what problems might occur if a proper needs assessment is not conducted
• Training may be incorrectly used as a solution to a performance problem (when the solution should deal with employee motivation, job design, or a better communication of performance expectations). • Training programs may have the wrong content, objectives, or methods. • Trainees may be sent to training programs for which they do not have the basic skills, prerequisite skills, or confidence needed to learn. • Training will not deliver the expected learning, behavior change, or financial results that the company expects. • Money will be spent on training programs that are unnecessary because they are unrelated to the company's business strategy.
