Organizational analysisThe study of the entire organization¸ including its strategy¸ environment¸resources¸ and contextPress space or enter to grab The collective attitudes of employees toward work¸supervision¸ and company goals¸ policies¸ and proceduresOrganizational climateThe collective attitudes of employees toward work¸ supervision¸ and companygoals¸ policies¸ and proceduresPress space or enter to grab The process of studying employee behaviour andperformance to determine whether performance meets standardsPerson analysisThe process of studying employee behaviour and performance to determinewhether performance meets standardsPress space or enter to grab A quick and inexpensive needs analysis thatinvolves gathering available information and using data that already existRapid needs analysisA quick and inexpensive needs analysis that involves gathering availableinformation and using data that already existPress space or enter to grab The identification of the resources available in anorganization that might be required to design and implement training anddevelopment programsResource analysisThe identification of the resources available in an organization that might berequired to design and implement training and development programsPress space or enter to grab The alignment of an organization’s training needsand programs with an organization’s strategy and objectivesStrategic training and development (ST&D)
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the process of establishing performance goals and designing interventions and programs to motivate and develop employees to improve their performance and, ultimately organizational performance. This process signals to employees what is really important in the organization, ensures accountability for behaviour and results, and helps improve performance
true or false, performance management is not a single event, like performance appraisal or a training program
true rather, its it comprehensive. ongoing and continuous process that involves various activities and programs designed to develop employees and improve their performance
components of performance management
1. defining performance 2. setting performance expectations 3. setting performance goals
specific, measurable, attainable, relevant and time bound
true or false, in addition to informal feedback, a key part of the performance management process is a formal performance evaluation
true or false, each component of the performance management process can identify an employee's training needs and lead to action plans for employee training and development
refers to formal and planned efforts to help employees acquire knowledge, skills and abilities to improve performance in their current job. short term focus on acquiring skills to perform one's job -the goal is to help learn to do your current job better
refers to formal and planned efforts to help acquire the knowledge, skills, and abilities required to perform future job responsibilities and for the long term achievement of individual career goals and organizational objectives. -prepare individuals for promotions and future jobs as well as additional job responsibilities
the knowledge, skills and abilities of an organization's employees. It has been found to be a key determinant of an organization's performance and one of the most important resources for competitive advantage
refers to the social resources that an individual obtains from participation in a social structure. it has to do with relationship within an organization and between members of the organization and external stakeholders
-strategy -Effectiveness -Employee Recruitment, Engagement and Retention
Benefits of training-Strategy
the goal of all organization is to survive and prosper. Training and development can help organization achieve these goals ....Linking training to an organization's strategy
benefits of training-effectiveness
-trained employees can do more and bettie work, make fewer errors, require less supervision, have more +attitudes, and have lower rates of turnover -training and organizational effectiveness found that training is positively related to human resources outcomes (attitudes, motivation, and behaviours), organizational performance outcomes (performance and productivity) and financial outcomes
Benefits of training-Employee Recruitment, engagement, and retention
-training and development is considered an effective tool for attracting and retaining top talent, especially for employees under the age of 30. -increase their attractiveness to prospective employees and to remain their current employees -Training and opportunities for learning and development also have implication for employee's work engagement
is a positive, fulfilling work related state of mind that is characterized by vigour, dedication and absorption. Vigour involves high levels of energy and mental resilience while working -dedication refers to being strongly involved in one's work and experiencing a sense of significant, enthusiasm, and challenge -absorption refers to being fully concentrated and engrossed in one's work
-intrinsic benefits -extrinsic benefits
true or false, the training and development that firms provide for their employees has implication for public health and safety, and it helps to create an educated and skilled population that benefits the economy and a country's standard of living
means that an insufficient number of workers with the needed skills are available to satisfy the number of available jobs....mismatch between the skilled labour available and the market demand
providing students with work experience through internship, apprenticeships, and cooperative placements
a contract between the employer and employee that states that the employer will pay for the employees training as long as the employee remains with the organization for a min of time following completion of training program
an organization's objectives and action pans for realizing its objectives and gaining competitive advantage
the alignment of human resources practices with an organization's business strategy
strategic training and development
the alignment of an organization;s training needs and programs with an organization's strategy and objectives
the shared beliefs, values and assumptions that exist in an organization
high-performance work systm
an integrated system of human resources practices and politics that usually includes rigorous recruitment and selection procedures, performances contingents incentives compensation, performance management, a commitment to employee involvement, and extensive training and development programs
instructional system design model
a rational and scientific model of the training and development process that consists of a needs analysis, training design and delivery, and training evaluation
analysis, Design, Delivery, Implementation, and evaluation
the process of acquiring knowledge and skills and change in individual behaviour as a result of some experience
the process of acquiring job related knowledge and skills through formal training and programs and informal social interactions among employees
70% of workplace learning comes from on the job experiences, 20% from interaction with others, 10% from formal activities and events
learning that occurs naturally as part of work and is not planned or designed by the organization
learning that is structured and planned by the organization
What are Gagne 5 general learning outcomes?
1. verbal information 2. intellectual skills 3. cognitive strategies 4. motor skills 5. attitude
learning takes place in 3 stages that are known as declarative knowledge compilation, procedural knowledge or proceduralization
resource allocation theory
individuals possess limited cognitive resources that can be used to learn a new task
knowledge, facts and information
integrating tasks into sequences to simplify and streamline the task
the learner has mastered the task and performance is automatic and habitual
the way in which an individual prefers to learn
the way in which an individual gathers information and processes and evaluates it during the learning process
people use each of the 4 modes of learning in sequence that begins with concrete experience followed by reflective observation, abstract conceptualization and active experimentation
an individual's preferred ways of gathering, organizing, and thinking about information
visual, aural/auditory, read/write, and kinaesthetic
the reinforcement of each step in a process until it is mastered
the reinforcement of entire sequences of a task
the conditioned response occurs in circumstances different from those during learning
learning through interactions with others
learning by observing the actions of others and the consequences 1. attend 2. remember & encode 3. try skill 4. reproduction results in + outcomes= continue behaviour & retain skill
beliefs that people have about their ability to successfully perform a specific task
managing one's own behaviour through a series of internal processes
the use of affective, cognitive, and behavioural processes during a learning experience to reach a desired level of achievement
asking trainees questions about their learning, goals, and goal progress to encourage self-regulation during training
an adult-oriented approach to learning that takes into account the difference between adult and child learners
the traditional approach to learning used to educate children and youth
what are the 6 core assumptions of adult learning?
1 need to know why they must learn something before they learn. how the learning will benefit them 2. self-concept of themselves that they are responsible for their own life decision 3. life experience 4. adults are ready to learn when there are things they need to known to improve and manage aspects of their life or to perform a task 5. adults' orientation to learning is life-centred and focused on task performance and solving problems 6. external motivators such as promotes and pay raises, they are primarily motivated by internal motivator such as self-esteem and opportunities for growth and development
the degree of persistent effort that one directs towards a goal
the object or aim of an action
a short term goal or sub-goal
a dispositional or situational goal preference in achievement situations
learning goal orientation
a focus on developing competence by acquiring new skills and mastering new tasks
prove performance goal orientation
a focus on favourable judgements from others for one's performance outcomes
avoid performance goal orientation
a focus on avoiding - judgments from others for one's performance outcomes
process oriented goals that focus on the learning process
outcomes oriented goals that focus on the achievement of specific performance outcomes
the direction , intensity, and persistence of learning-directed behaviour in training contexts
people's beliefs about whether their behaviour is controlled mainly internal or external forces
the desire to perform challenging tasks
the degree to which a prison is responsible and achievement-oriented
the degree to which an individual identifies psychologically with work, and the importance of work to their self-image
an individual's basic information processing capabilities and cognitive resources
an individual's self-appraisal of their worthiness, competence, and capability as a person that consists of 4 specific traits (general self-efficacy, self-esteem, locus of control and emotional stability )
a process to identify gaps or deficiencies in employee and organizational performance
a gap between current and desired results
1. concern 2. importance 3. consult stakeholders 4. data collection
the study of the entire organization, including its strategy, environment, resources and context
strategic training and development
training programs that are mandated by government legislation and regulations as well as industry and organizational policies
true or false, an important part of an organizational analysis is determine the organization's ability to design and deliver a training program
the identification of the resources available in an organization that might be required to design and implement training and development programs
the collective attitudes of employees toward work, supervision, and company goals, policies and procedures
the attitudes and practices within the organization regarding the importance placed on organizational learning and employee development
training transfer climate
characteristics in the work environment that can either facilitate or inhibit the application of training on the job
continuous leaning culture
a culture in which members of an organization believe that knowledge, and skills acquisition are part of their job responsibilities and that learning is an important part of work life in the organizaiton
the process of obtaining information about a job by determine the duties, tasks and activities involved and the knowledge, skills and abilities required to perform the tasks
what are the 6 steps involved in a task analysis?
1. identify the target jobs 2. obtain a job description 3. Develop rating scales to rate the importance and difficulty of each task and the frequency with which it is performed 4 survey a sample of job incumbents 5. analyze and interpret the information 6. provide feedback on the results
a statement of the tasks, duties and responsibilities of a job
a cluster of related knowledge, skills, and abilities that enables the job holder to perform effectively
a set of procedures that focuses on understanding the mental processes and skills required for performing a job
an analysis of tasks as well as the team based competencies associated with the tasks
the process of studying employee behaviour and performance to determine whether performance meets standards
practices based on the beliefs that every act has a consequence and if the consequence is a reward, then the act will be repeated
a quick and inexpensive needs analysis that involves gathering available information and using data that already exists
the process of preparing and planning events to facilitate learning
the extent to which learners are cognitively physically, and emotionally immersed in the training content and the learning process
a statement of what trainees are expected to be able to do after a training program
What element should you include when you write training objectives?
1. how is to perform the desired behaviour? 2. What is the actual behaviour to be used to demonstrate mastery of the training content or objectives? 3. Where and when is the behaviour to be demonstrated and evaluated? 4. what is the standard by which the behaviour will be judged?
What are the 3 main components of a well written training objective?
1. Performance :what the trainee will be able to do after the training 2. Condition: the tools, time and situation under which the trainee is expected to perform the behaviour...when and where 3. criterion:: the level of acceptable performance, standard and criteria against which performance will be judged
a document that outlines to potential vendors and consultants an organization's training and project needs
training content that is rich in associations and is easily understood by trainees
the trainee actively uses the training content rather than passively watching, listening to, or imitating the trainer
the use of a combination of approaches to training, such as classroom training, on the job training and computer technology
physical, or mental rehearsal of a task, skill, or knowledge in order to achieve some level of proficiency in performing the task or skill or demonstrating the knowledge
providing trainees with opportunities to practise performing a training task or using knowledge during training
practice conditions that are implemented before and during training to enhance the effectiveness of active practice and maximize learning and retention
pre-training interventions
activities or material provided before a training program or practice session to improve the potential for learning as well as the efficiency and effectiveness of practice during training
providing trainees with information about the task process and general task strategies that can help them learn and perform a task
a self-regulatory process that helps people guide their learning and performance
strategies trainees can use to self-regulate their learning of a task
structures or frameworks to help trainees assimilate and integrate training content
the type of goal that is set during training
information about what trainees can expect to occur during practice sessions so that they can develop strategies to overcome performance obstacles
sessions in which team member establish their roles, responsibilities and performance expectations prior to a team practice session
massed vs distributed practice
how the segments of a training program are divided and whether the training is conducted in a single session (massed) or is divided into several sessions with breaks or rest periods between them (distributed)
whether the training material is learned and practised at one time or one part at a time
continued practice even after trainees have mastered a task so that the behaviour biomes automatic
the performance of a skill to the point at which little attention from the brain is required to respond correctly
dividing training material into an organized and logical sequence of sub-tasks
feedback and knowledge of results
providing trainees with feedback and information about their performance on training task
feedback that is meant to correct behaviour and performance
the ability to reproduce specific behaviour in similar settings and situations
the ability to use knowledge and skills across a range of tasks, settings, and situations
an approach to training that gives trainees control over their own learning experience
exploratory/discovery learning
trainees are given the opportunity to explore and experiment with the training tasks to infer and learn the rules, principles, and strategies for effective task performance
proceduralized instruction
trainees are provided with step by step instructions on how to perform a task and the rules, principles, and strategies for effective performance
a strategy to help trainees control their emotions during active learning
error management training
training that explicitly encourages trainees to make errors during training and to learn from them
training that is highly structured and provides trainees with detailed step by step instructions on how to perform a task so they are less likely to make errors
error-management instructions
statements that errors are necessary and natural part of learning and emphasize the positive function of errors
tasks that differ from those worked on during training and require different solutions
tasks that are similar to those worked on during training
the techniques used to stimulate learning
a training method in which the trainer presents to trainees the contents to be learned
training content is deliver outside of the classroom via a video lecture and activities that usually take place outside of the classroom are worked on in the classroom
2 way communication between the trainer and trainees as well as among trainees
a trining method in which trainees discuss, analyze, and solve problems based on a real situation
a training method in which one problem, concept, or issue is presented for analysis
behaviour modelling training
a training method in which trainees observe a model performing a task and then attempt to imitate the observed behaviour. 1. observation(modelling) 2. rehearsal (practice) 3. reinforcement (reward) 4. transfer
BMT that shows trainees what should be done (a positive model) and what should not be done (a negative model)
a training method in which trainees are given the opportunity to practise new behaviours in a safe environment
role plays in which trainees put themselves in another person's position
groups of trainees acting out various roles
the use of operating models of physical or social events designed to represent reality
mechanical devices that are similar to those that employees use on the job
the similarity of the physical aspects of a simulation to the actual job
the similarity of the psychological conditions of the simulation to the actual work environment
training mehtods that involves structured competition that allow trainees to learn specific skills
training methods that require trainees to solve real or simulated open ended problems
a training method in which trainees solve real-world problems and accept responsibility for the solution
the medium or media used to deliver the training content and methods to trainees