Training and Development Test Two

Evaluate

"to judge or calculate the quality, importance, amount, or value of something"

Concept Map

A(n) _____ gets learners into the appropriate mental state for learning and allows them to understand the personal and work-related meaningfulness and relevance of course content.

reaction

According to Kirkpatrick's framework for categorizing training outcomes, _____ outcomes are level 1 criteria that are often called class or instructor evaluations

Observations

Behavior or skill-based outcomes are best measured by

True

Compared to the other groups, baby boomers are especially motivated to learn if they believe that training content will benefit them personally

3 Areas of Compotence

Content expertise Affect for students Verbal fluency

Kirkpatrick overview

Level 1—reactions; focus on trainee satisfaction Level 2—learning; acquisition of knowledge, skills, etc Level 3—behavior; improvement on the job Level 4—results; impact on business results

True

The basic level of training support that a manager can provide is acceptance.

False

The only way to deal with disruptive trainees is to ask them to leave the training session

Traditionalists

They value direct presentation of information that is organized logically.

whole practice

all tasks or objectives should be practices at the same time

self-efficacy

an individual's belief that he or she can successfully learn knowledge and skills.

cognitive theory

based on the infomation processing model and suggests tthat the likelihood of transfer depends on the trainees ability to retrieve learned capabilities. MAKE TRAINING MATERIALS USEFUL

Expectancy Theory

behavior is based off expectancy, instrumentality, and valence

Goal setting theory

behavior results from a person's conscious goals and intentions

instrumentality

belief that engaging in behavior will result in the desired outcome

attitudes

cognitive component(beliefs); affective component (feelings) and intentional component (how the person intends to behave); work related attitudes include job satisfaction, organizational commitment, and job involvements

intellectual

concepts and rules critical to solving problems, serving customers, and creating products

Overlearning

continuing to practice the new skill or behavior beyond the point at which the learner has demonstrated proficiency more than once.

motor skills

coordination of physical movements

logical verification

creating a perceived relationship between a new task and a task already mastered

Goal orientation

goals held by the TRAINEE in a learning situation which affect the amount of effort that a trainee will expend in learning

modeling

having employees who have mastered the learning outcomes demonstrate them for trainees

3 primary theories of transfer of training

identical elecments, stimulus generalization approach, cognitive theory

spaced practice

individuals are given rest intervals within the practice session

massed practice

individuals practice a task continuously without rest

information processing theory

information taken in by the learner underfoes several transformations in the brain: message is received by the senses, registered, stored in short term memory, transformed to be stored in long term memory and a response to the information is organized

feedback

inforrmation about how well they are meeting the predetermined obectives

Reinforcement theory

suggests that individuals are motivated to perform or avoid behaviors because of past outcomes of those behaviors. behavior is controlled by its consequences

lapses

take place when the trainee uses previously learned, less effective capabilites instead of trying to apply the capability emphasized in the training program.

near transfer

trainees ability to apply learned knowledge, skills and behavior identically to the work situation

far transfer

trainees ability to apply learned knowledge, skills and behaviors on the job, even though the work environment does not match the training environment

transefer of training

trainees effectively and continually applying what they have learned in training to their jobs

Reasons for evaluation

Ensure that resources were used wisely Justify training department's existence Provide information on improving training "Did they learn what we said we were training? "

False

Evaluation designs without pretest or comparison groups are most appropriate when companies are interested in determining how much change has occurred in trainees.

False

Evaluation designs without pretest or comparison groups are most appropriate when companies are interested in determining how much change has occurred in trainees.`

True

Giving trainees frequent breaks so that they can leave the room and return ready to start learning again is a good practice in training

Criterion Contamination

If a manager believes that a training program is valuable and hence provides higher ratings of job performance to those trainees who attended the training program, then the training outcomes will lack relevance due to _____

External validity

If trainers are interested in the generalizability of a study's results to other groups and situations, then they are said to be interested in the _____ of the study

3 Areas of Character

Immediacy Understanding - expressing expectations Trustworthiness

McClelland

Need theory

True

No evaluation design can ensure that the results of the evaluation are completely due to training.

Curriculum

Organized program of study designed to meet a complex learning objective

True

Pilot testing refers to the process of previewing the training program with potential trainees and managers or with other customers.

Knowledge management

Process designing and implementing tools, processes, structures, and cultures To improve the creation, sharing, and use of knowledge

3 Areas of Caring

Responsiveness Accommodation Accessibility

False

Return on investment (ROI) is used to show a training program's cost effectiveness before it has been delivered.

Need

a deficiency that a person is experiencing at a given point in time

Action Plan

a written document that includes the steps that a trainee and manager will take to ensure that training transfers to the job.

punishment

decreaing a behavior by presenting an unpleasant outcome after the behavior

Stimulus Generalization Approach

emphasizes constructing training so that the most important features or general principles are taught, thereby maximimzing the likelihood of transefer of training

performance orientation

focus of learners on task performance and how they compare to others

past accomplishment

letting employees build a heistory of successful accomplishments

expectancy

link between trying to perform and actually performing

adult learning theory

model of how adulty learn

verbal learning

names, labels, facts and bodies of knowledge including specialized knowledge employees need to know to perform thier jobs

Curricula differ from courses in that curricula:

nclude less measurable learning objectives.

Need theories

needs motivate people to behave certain ways to satisfy the need or deficiency

practice

needs to actively involeve the trainee, include overlearning, take appropriate amount of time, and include the appropriate unit of learning. MUST BE RELATED TO LEARNING OBJECTIVES

part practice

objectives or tasks are practiced individually as soon as they are introduced in the training program.

automatzation

occurs when employees are able to use a skill, knowledge or behavior with little thought or attention.

vocal persuassion

offering words of encouragement

major cause for loss of explicit and tacit knowledge

older

Social Learning Theory

people learn by observing other people and attempting to emulate their behaviors

training context

physical, intellectual, and emotional environment in which training occurs

positive reinforcement

positively rewarding desirable behaviors

Objectives

purpose and expected outcomes of the training activites.

key behaviors

refer to the set of behaviors that can be used successfully in a wide variety of situations

cognitive strategies

regulators of the learning process, determining what information the learner will attend to, how he or she will remember and how he or she will solve problems

learning

relatively permanent change in human capabilites that is not a result of growth processes

negative reinforcement

removing an unpleasant outcome to promote desirable behaviors

ROI

return on investment, highest level of evaluation

Appropriate training outcomes need to be discriminative which implies that:

trainees' performance on the outcome should actually reflect true differences in performance.

Identical elements

transfer of training occurs when what is being learned in training is identical to what will be performed on the job and the training context is similar to the work environment

learning orientation

trying to increase ability or competence in a task and focusing on showing improvement and amking progress

valence

value one places on that outcome

extinction

withdrawing positive or negative reinforcers to eliminate a behavior.