Training and Development Flashcards

(87 cards)

1
Q

On Letitia’s first day of work at a software firm, she attended a meeting with the HR manager and other new employees. Letitia learned about the employee benefits packages, personnel policies, and the structure of the company. Which one of the following did Letitia most likely participate?

a. recruitment
b. selection
c. employee orientation
d. employee development

A

c. employee orientation

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2
Q

Which one of the following is most likely NOT one of the goals of a firm’s employee orientation program?

a. making new employees feel like part of a team
b. helping new employees become socialized into the firm
c. assisting new employees in selecting the best labor union
d. teaching new employees about the firm’s history and strategies

A

c. assisting new employees in selecting the best labor union

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3
Q

Employee orientation programs range from brief, informal introductions to lengthy, formal courses.

True or False

A

False

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4
Q

Hiring highly skilled employees with great potential eliminated the need to provide orientation and training.

True or False

A

False

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5
Q

The methods used to give new or present employees the skills they need to perform their jobs are called ______

a. orientation
b. training
c. development
d. management

A

b. training

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6
Q

_____ identifies the training employees will need to fill future jobs

a. competency modeling
b. performance analysis
c. strategic training needs analysis
d. screening

A

c. strategic training needs analysis

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7
Q

What is the first step in the ADDIE training process?

a. assessing the program’s successes
b. appraising the program’s budget
c. analyzing the training need
d. acquiring training materials

A

c. analyzing the training need

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8
Q

Amy, an accounting supervisor, has been asked to provide training for her subordinates about new tax laws. In order to motivate the individuals who, attend her training session, Amy most likely do all of the following EXCEPT ________

a. use as many visual aids as possible during the session
b. provide an overview of the materials to be covered
c. use new terminology and technical concepts
d. give information in logical, meaningful section

A

c. use new terminology and technical concepts

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9
Q

Employers will most likely use all of the following methods to identify training needs for new employees EXCEPT ________

a. analyzing job descriptions
b. reviewing performance standards
c. questioning current job holders
d. conducting a work sampling

A

d. conducting a work sampling

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10
Q

Training sessions should be half-day or three-fourths day in length rather than a full day, because the learning curve goes down late in the day.

True or False

A

True

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11
Q

Which one of the following would most likely occur during the fourth step of the ADDIE training process?

a. Holding on-the-job-training sessions
b. selecting employees for training
c. preparing online training materials
d. asking participants for feedback

A

a. holding on-the-job training sessions

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12
Q

Rebekah was hired soon after graduation and assigned to complete a management trainee program. She will move to various jobs each month for a nine-month period of time. Her employer is utilizing the ______ form of training

a. job rotation
b. understudy
c. job expansion
d. informal learning

A

a. job rotation

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13
Q

A structured process by which people become skilled workers through a combination of classroom instruction and on-the-job training is called _______

a. job instruction training
b. programmed learning
c. apprenticeship training
d. coaching technique

A

c. apprenticeship training

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14
Q

Ian is currently being trained on the job and is at the first step in the OJT process, which involves______

a. showing the trainee how to do the task
b. verbalizing the steps of the task
c. checking to make sure the task was learned by the trainee
d. familiarizing the trainee with equipment, tools, and trade terms

A

d. familiarizing the trainee with equipment, tools, and trade terms

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15
Q

provides new employees with basic background information they need to do their jobs

A

employee orientation

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16
Q

onboarding ideally begins ____ the person’s first day

A

before

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17
Q

perform the first part of the orientation by explaining basic matters

A

HR specialists

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18
Q
  • explain the department’s organization
  • introduction to colleagues
  • familiarization with the workplace
A

supervisors

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19
Q

giving new or current employees the skills that they need to perform their jobs

A

training

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20
Q

training happens directly after _______

A

onboarding

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21
Q

composed of:
- problem diagnosis
- problem design
- problem delivery
- problem evaluation

A

instructional system

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22
Q

gives important impetus to the establishment of objectives and evaluation criteria

A

systems approach

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23
Q

ADDIE in ADDIE five-step training process means

A
  • Analyze the training need
  • Design the overall training program
  • Develop the course
  • Implement training
  • Evaluate the course’s effectiveness
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24
Q

4 types of training analysis

A
  • strategic training needs analysis
  • task analysis
  • performance analysis
  • competencies-oriented training
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25
identifies the training that employees will need to fill future jobs
strategic training needs analysis
26
detailed study of the job to determine what specific skills the job requires
task analysis
27
consolidates information regarding required tasks and skills
task analysis record form
28
process of verifying that there is a performance deficiency and determining whether these should be corrected through training or other means
performance analysis
29
performance analysis is for _______ employees
current
30
trainees learn through a mix of real-world exercises, teamwork, classes, and online resources under a learning coach
competencies-oriented training
31
planning the overall training program
designing the training program
32
actually assembling the program's training content and materials
developing the program
33
designing the training program is more focused on ______ while developing the program is more focused on _____
- training program flow - training program materials
34
actually providing the training
implementing the training program
35
types of training methods
- on-the-job training - apprenticeship training - informal learning - job instruction learning - lectures - programmed learning - behavior modeling - audiovisual-based training - vestibule training - electronic performance support systems (EPSS) - videoconferencing - computer-based training - online/internet based training - lifelong learning - literacy training - diversity training - team training
36
having a person learn a job by actually doing it
on-the-job training
37
types of on-the-job training
- coaching or understudy method - job rotation - special assignment - peer training - mentoring
38
an experienced worker or trainee's supervisor trains the employee
coaching or understudy method
39
an employee moves from job to job at planned intervals
job rotation
40
give lower-level executives firsthand experience in working on actual problems
special assignment
41
several employees will spend several days per week over several months learning what the technology or change will entail and spread the new skills/values to their colleagues
peer training
42
a figure who is often 8-15 years older and 2-3 levels above provides career advice
mentoring
43
people become skilled workers through a combination of formal learning and long-term on-the-job training under a master craftperson's tutelage
apprenticeship training
44
70/20/10 notation wherein: 70% informally on or off the job 20% social interactions (between employees) 10% actual formal training
informal training
45
provides step-by-step training for employees
job instruction training
46
quick and simple way to present knowledge to large groups of trainees
lectures
47
step-by-step, self-learning method
programmed learning
48
involves showing trainees the "model" way of doing something, letting trainees practice that way, and giving feedback
behavior modeling
49
using DVDs, films, powerpoint, and audiotapes
audiovisual-based training
50
trainees learn on the actual or simulated equipment but are trained off the job
vestibule training
51
computerized tools and displays that automate training, documentation, and phone support
electronic performance support systems (EPSS)
52
delivering programs over broadband lines, the internet, or satellite
videoconferencing
53
uses interactive computer-based systems to increase knowledge or skills
computer-based training
54
helps by allowing employees to get their training on demand without interfering with their daily routines
online/internet based training
55
continuing learning experiences over employees' time with the firm
lifelong learning
56
supervisors teach basic skills by giving employees writing and speaking exercises
literacy training
57
aims to improve cross-cultural sensitivity to foster more harmonious working relationships
diversity training
58
focuses on technical, interpersonal, and team management issues
team training
59
improves managerial performance and facilitates organizational continuity
management development
60
candidate assessment tool that simplifies that task of choosing development candidates
9-Box grid
61
development activities
- on-the-job training - off-the-job training
62
types of on-the-job development activities
- job rotation - coaching or understudy approach - action learning - stretch assignments
63
types of off-the-job development activities
- case study method - management games - outside seminars - university-related programs - role playing - corporate universities - executive coaches
64
manager is presented with a written description of an organizational problem to diagnose and solve
case study method
65
teams of managers compete by making computerized decisions regarding realistic but simulated situations
management games
66
seminars conducted outside the company facilitated by external organizations or firms
outside seminars
67
executive educations offered by universities in leadership, supervision, etc
university-related programs
68
aims to create a realistic situation and have trainees assume roles of specific persons in that situation
role-playing
69
company-based method for exposing prospective managers to realistic exercises to develop improved management skills
corporate universities
70
outside consultants who question the executive's boss, peers, subordinates, and family in order to identify the executive's strengths and weaknesses
executive coaches
71
all behavior in an organization is a product of two forces: - striving to maintain the status quo - pushing for change
Lewin's change process
72
reducing the forces striving to maintain the status quo
unfreezing
73
developing new behaviors, values, attitudes
moving
74
building the reinforcement to make sure the organization does not slide back into its former way of doing things
refreezing
75
change process in which employees themselves formulate and implement the change required, often with the assistance of trained consultants
organizational development
76
effect wherein results take time to show up on the job
sleeper effect
77
in this process of the ADDIE five-step method, the following are measured: - participant's reactions - what the participants have learned - to what extent their behavior or results changed as a result of the training
evaluating the training conducted
78
taking a series of performance measures before and after the training program
time series design
79
there is an experimental group and control group and the performance is measured before and after training the experimental group
controlled experiment
80
human resource development principles
- distributed learning - rewards - feedback - motivation - transfer - opportunity to practice - learning from many sources - individual differences
81
conducting the program over a long enough period of time for the trainees to be able to digest and apply the material
distributed learning
82
trainees should be able to see what is in it for them
rewards
83
trainees need to know what progress they are making and what mistakes need correction
feedback
84
trainees must want to learn
motivation
85
training should apply to job activities
transfer
86
trainees should be able to try the techniques they are being taught in order to make these methods part of their repertoire
opportunity to practice
87