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I/O Psych Ch 8
Designing & Evaluating Training Systems
| Question | Answer |
|---|---|
| measurement of the effectiveness of training by determining the extent to which employees apply the material taught in a training program | application of training |
| training program, usually found in the craft and building trades, in which employees combine formal coursework with formal on-the-job training | apprentice training |
| training technique in which employees observe correct behavior, practice that behavior, and then receive feedback about their performance | behavior modeling |
| website in which the host regularly posts commentaries on a topic that readers can respond to | blog |
| method of evaluating the effectiveness of training by determining whether the goals of the training were met | business impact |
| method of training in which a new employee receives on-the-job guidance from an experienced employee | coaching |
| type of programmed instruction presented through a computer | computer-based training |
| extent to which tests or test items sample the content that they are supposed to measure | content validity |
| teaching employees how to perform tasks traditionally performed by other employees | cross-training |
| using computer-based training (CBT) over the Web | e-learning |
| evaluating the effectiveness of a training program by measuring how much employees learned from it | employee learning |
| method of evaluating training in which employees are asked their opinions of a training program | employee reactions |
| providing employees with specific information about how well they are performing a task or series of tasks | feedback |
| training technique in which an employee is presented with a videotaped situation and is asked to respond to the situation and then receives feedback based on the response | interactive video |
| system in which employees are given the opportunity to perform several different jobs in an organization | job rotation |
| test that measures the level of an employee’s knowledge about a job-related topic | knowledge test |
| case study based on a real situation rather than a hypothetical one | living case |
| concentrating learning into a short period of time | massed practice |
| experienced employee who advises and looks out for a new employee | mentor |
| learning through watching and imitating the behavior of others | modeling |
| process of determining the training needs of an organization | needs analysis |
| telling employees what they are doing incorrectly in order to improve their performance of a task | negative feedback |
| process of determining organizational factors that will either facilitate/inhibit training effectiveness | organizational analysis |
| practicing a task even after it has been mastered in order to retain learning | overlearning |
| formal method of coaching in which excellent employees spend a period of time in the training department learning training techniques and training employees | pass-through programs |
| rating representing some aspect of an employee’s work performance | performance appraisal score |
| process of identifying employees who need training & determining areas in which each individual employee needs to be trained | person analysis |
| measure of job performance or knowledge taken after a training program has been completed | posttest |
| measure of job performance or knowledge taken before the implementation of a training program | pretest |
| training method in which employees learn information at their own pace | programmed instruction |
| amount of money an organization makes after subtracting the cost of training or other interventions | return on investment |
| training technique in which employees act out simulated roles | role play |
| exercise designed to place an applicant in a situation that is similar to the one that will be encountered on the job | simulation |
| test that measures an employee’s level of some job-related skill | skill test |
| compensating an employee who participates in a training program designed to increase a particular job-related skill | skill-based pay |
| extensive method of evaluating the effectiveness of training with the use of pretests, posttests, and control groups | Solomon four-groups design |
| questionnaires asking employees about the areas in which they feel they need training | survey |
| planned effort by an organization to facilitate the learning of job-related behavior on the part of its employees | training |
| extent to which behavior learned in training will be performed on the job | transfer of training |
| non-interactive training method in which the trainer transmits training information over the Internet | webcast |
| short for “web seminar”, an interactive training method in which training is transmitted over the Internet | webinar |
| collection of web pages in which users can create web pages on a topic and readers can freely edit those pages | Wiki |
| when few applicants compete for large large number of openings/job involves only easily learned tasks __ rather than __ techniques must be emphasized | training; selection |
| training should be used in conjunction with | selection systems & motivational techniques |
| ultimate purpose of employee training is | to increase organization's profits |
| 1st step in developing an employee training system | conducting a needs analysis |
| properly conducted organizational analysis will focus on __ organization wants to achieve | goals |
| properly conducted organizational analysis will focus on __ to which training will help achieve goals | extent |
| properly conducted organizational analysis will focus on organization's | ability to conduct training |
| properly conducted organizational analysis will focus on extent to which | employees are willing/able to be trained |
| properly conducted organizational analysis should include a(n) | survey of employee readiness for training |
| training will only be effective if organization is willing to provide | supportive climate for training |
| training will only be effective if organization is able to __ an affective training program | afford |
| training will only be effective if employees | want to learn |
| training will only be effective if goals of program are consistent with | those of organization |
| if results of organizational analysis indicate a positive organizational climate for training exists, next step is to | conduct task analysis |
| interviews, observations, & task inventories are the most common __ __ methods used for task analysis | job analysis |
| if current & detailed job descriptions are not already written, task analysis process can be | expensive & time-consuming |
| once task & competencies for job are identified, next step is to determine | how employees learn to perform each task or obtain each competency |
| task analysis process is usually conducted by | listing tasks in 1st column and how tasks are learned in 2nd column |
| person analysis is based on recognition that not every employee needs __ __ for every task performed | further training |
| to determine individual training needs for each employee, person analysis uses | performance appraisal scores, surveys, interviews, skill/knowledge tests, and/or critical incidents |
| easiest method of needs analysis is to | use employee's performance appraisal scores |
| rating errors, rarity of situations where employees score either high/low on dimension, & current systems may not provide info needed to conduct training needs analysis | problems interfering with use of appraisal scores for needs analysis |
| most relevant rating errors that can reduce accuracy of using performance appraisal scores for needs analysis | leniency & strictness |
| when only a few employees score low on a dimension, the correct interpretation would be that | training should be conducted for the few employees who scored low for that dimension |
| performance appraisal systems must be __ to be useful | specific |
| advantage of using surveys to determine training needs,is that surveys eliminate | problems of performance appraisal rating errors |
| advantage of using surveys to determine training needs, is that employees know | their own strengths & weaknesses nest |
| training needs can be determined with surveys even when organization has not made effort previously to | design an effective performance appraisal system/adequate job descriptions |
| most common method of training needs survey is a(n) __ that asks employees to list areas in which they would like further/future training | questionnaire |
| method of training needs survey in which job-related tasks & components of knowledge are listed and then employees | rate need for training on each |
| in using surveys for trainings needs analysis, once employees rate training needs for job-related tasks & components of knowledge the results are | given to supervisor to validate & prioritize training needs |
| usually done w/selected number of employees; not used extensively; yield more in-depth answers about training needs; main advantage employees feelings/attitudes revealed more clearly; disadvantage data difficult quantify/analyze | interviews |
| is all employees score poorly on skill-tests or knowledge tests then | training across organization indicated |
| greatest problem w/using skill/knowledge testing as method to determine training needs is | relatively few tests available for purpose |
| an organization wanting to use skill-tests or knowledge tests to determine training needs, most likely, will need to | construct its own tests |
| although not a commonly used method to determine a needs analysis, it is relatively easy to use, especially if proper job analysis is available | critical-incident technique |
| to use critical-incident technique for needs assessment, critical incidents are | sorted into dimensions & separated into examples of good/poor performance |
| when using critical-incident technique for needs assessment, dimensions w/many examples of poor performance are considered to be areas in which | additional training is indicated |
| once training needs are determined, 1st step in developing training program is to | establish goals & objectives for training |
| training goals & objectives should concretely state what __ are expected to do | learners |
| training goals & objectives should concretely state __ under which learners are expected to learn | conditions |
| training goals & objectives should concretely state __ at which learners are expected to learn | level |
| vague goals & objectives of training should be replaced with | specific objectives |
| for training program to be effective, employees must be __ to attend | motivated |
| for training program to be effective, employees must __ well | perform |
| for training program to be effective, employees must be able to | apply their training to their jobs |
| 10% of training opportunities take place | on employee's own time |
| majority of training opportunities are | optional |
| a motivation for employees to attend training programs is to __ training to immediate job performance | relate |
| training should be provided __ __ __ rather than just in case | just in time |
| a motivation for employees to attend training programs is to make training | interesting |
| a motivation for employees to attend training programs is to increase | employee buy-in |
| employees given a choice about training programs were more motivated | to attend |
| a motivation for employees to attend training programs is to provide | incentives |
| a motivation for employees to attend training programs is to reduce | stress associated with attending |
| money, job-security, self- improvement, advancement, fun, & opportunity to enter a new career are all | types of incentives that can be used to motivate learning |
| incentives for learning can be contingent on __ of a training course | completion |
| incentives for learning can be contingent on demonstration of | new knowledge |
| incentives for learning can be contingent on increase in | actual job performance |
| skill-based pay is common __ __ method used by 16% of major US organizations | financial incentive |
| when considering skill-based pay, employees must be able to demonstrate their __ of newly taught skill rather than just attend training | mastery |
| in situations where promotion is not possible, __ __ alone are give to employees who master new skills | pay increases |
| pay for skill in a single job | vertical skill plans |
| focus on skills used across multiple jobs | horizontal skill plans |
| reward employees for learning specialized skills | depth skill plans |
| focus on such skills as math & English | basic skill plans |
| skill-based pay not only provides incentives for employees to successfully complete training but also results in | increased savings for an organization |
| a training topic can be made interesting by making it | relevant to employee's lives, having activities, using varied training techniques, humor, & maximizing audience participation |
| essential aspect of motivating employees to learn is | to provide feedback |
| too much/overly detailed feedback causes | frustration |
| should be given when employee correctly performs a task during training | positive feedback |
| negative feedback should probably also be accompanied by __ __ for how to improve performance | specific suggestions |
| biggest role in employee motivation to apply training on the job is | atmosphere set by management |
| research found that employees who were promoted after receiving a graduate degree were less likely to __ __ than employees who completed their degree but were not promoted | turn over |
| employees should be given opportunity to use their newly acquired skills & knowledge __ __ completing their training | immediately after |
| use of knowledge/skills learned in training can be encouraged by having employees | set goals |
| goal setting works best when goals are __ __ by each employee | individually set |
| goal setting works best when goals are __ rather than __ | concrete; vague |
| goal setting works best when goals are high enough to be challenging but not | so difficult as to be impossible |
| employees will be motivated to apply knowledge/skills from training if training program has | reputation among them as effective & useful |
| method for getting employees to apply what they have learned in training is to | train all employees in a work area/team at a time |
| once goals & objectives have been established, next step in developing training program is | choose training method to accomplish goals & objectives |
| most training programs have __ goals & objectives | multiple |
| best training methods often use __ of methods | variety |
| commonly called seminar, lecture, workshop; most common training method; member of training staff/consultant provides training in form of lecture | classroom training |
| used when training program will be presented too frequently to justify cost of outside trainer or when so specific to organization that finding outsider would be difficult | in-house trainers |
| used when trainers in organization lack expertise on topic or when costs of developing program exceeds costs of contracting trainer | external trainers |
| rather than using actual trainers many organizations use __ as part of their training program; economic advantage when training is to be repeated many times | videotapes |
| usually costs btwn $100-$500 per hour plus expenses | consultant-conducted seminars |
| takes about 30 hours of preparation for each seminar hour | developing seminar in-house |
| costs btwn $1,000-$3,000 per finished minute | developing custom video |
| typically used for technical & leadership training; are most appropriate when only few employees need training at given time & cost of setting up training lab is prohibitive | local universities |
| for highest level of learning, __ __ should be presented in small, easily remembered chunk distributed over period of time rather than all at once | training material |
| training performances will be lower when training is __ rather than __ | masses; distributed |
| best example of principle of massed versus distributed is | studying for exams |
| trainer must consider size, demographics, & ability of | audience |
| __ __ of audience is important factor for trainer | ability level |
| toughest situation for trainer is when audience has __ levels of ability | mixed |
| there is an estimated 16-50 hours of preparation for __ __ of training | every hour |
| actual time needed to develop training seminar is function of __ __ of topic | trainer's knowledge |
| purpose is to provide material that trainees can take back to their jobs | handouts |
| providing __ __ is important because people forget about 1/2 content once they leave room & forget another 25% within 48 hours | comprehensive notes |
| training sessions begin with | introduction of trainer |
| introduction of trainer should be short & should establish | credentials of trainer |
| following introduction of trainer, most training programs start with some sort of | icebreaker/energizer |
| goal, length of training session, & nature of audience are 3 consideration in | choosing an icebreaker |
| for an icebreaker to be successful it must | accomplish a goal |
| case studies are similar to leaderless | group discussions |
| case studies are similar to __ interview problems | situational |
| case studies are considered to be good sources for developing | analysis, synthesis, & evaluation skills |
| for case studies to be most successful, the cases should be | taken from actual situations |
| use of living case was found to be __ to typical case study | superior |
| drawback to living case study is that trainees may not be best individuals to | solve the problems |
| case studies are best when they are | interesting |
| to increase effectiveness of case studies, trainees should first be taught __ __ in solving particular types of problems | principles involved |
| to increase effectiveness of case studies, trainees should first be helped to | use involved principles in discussing case |
| to increase effectiveness of case studies, trainees should have the involved principles __ after reading case | reinforced |
| if __ __ are not taught & reinforced, trainees tend to focus too much on the content of particular case study trying to solve future problems | key principles |
| simulation exercises allow trainee to __ newly learned skills | practice |
| simulation exercise can only be effective if it physically & psychologically | simulates actual job conditions |
| already being used to train soldiers, surgeons, air traffic controllers, & police officers | virtual reality |
| role play allows employees to | practice what is being taught |
| in behavior modeling, trainees role-play __ behavior instead of behavior they might normally perform | ideal |
| behavior modeling technique starts with | discussion of problem |
| behavior modeling technique starts with __ problem occurred | why |
| behavior modeling technique starts with employee behaviors necessary to | correct problem |
| in behavior modeling, discussion of problem, why it occurred, & behaviors necessary to correct problem are called | learning points |
| programmed instruction is effective because it takes advantage of several | learning principles |
| self-paced, each trainee is actively involved, & presents information in small units/chunks | learning principles of programmed instruction |
| as of 2007, 20% of all training hours are completed using | CBTs or e-learning |
| website containing variety of e-courses | learning portal |
| webinars are __ | interactive |
| webcasts involves __ communication from trainer | one-way |
| trainees are sent PowerPoint presentation that they view while trainer conducts audio portion of training over the phone | teleconference |
| informal training by experienced peers & supervisors that occurs on the job & during job tasks | on-the-job (OTJ) training |
| OTJ works best for teaching skills that require __ to learn | supervision |
| OTJ works best for teaching skills that are best learned through __ | repetition |
| OTJ works best for teaching skills that benefit from __ __ | role modeling |
| modeling is also called | social learning |
| modeling is the basis of | behavioral modeling method of training |
| we tend to model behavior of people who are | similar, successful, & have status |
| for modeling to be effective, the __ model for employees should be similar to them in significant ways | appropriate |
| for an employee to model another's behavior it is necessary for the employee to __ __ to behavior of other employees | pay attention |
| for an employee to model another's behavior it is necessary for the employee to be able to __ info that is being modeled | retain |
| for an employee to model another's behavior it is necessary for the employee to have to ability to __ the behavior that is seen | reproduce |
| job rotation is especially popular for __ training | managerial |
| main advantage of job rotation is that it allows __ __ within an organization | lateral transfers |
| main advantage of job rotation is that it allows __ __ in replacing absent workers | greater flexibility |
| increased use of __ __ is making job rotation or cross-training much more common | work teams |
| job rotation works best is a __ __ is assigned to supervise employees throughout their rotations | corporate trainer |
| apprentice training is used by more than 5000 people annually and is typically found in | crafts & trades |
| with apprentice training an individual takes 144 hours of | formal class work each year |
| with apprentice training an individual works with a(n) __ for several years to learn particular trade | expert |
| are regulated by the US Department of Labor's Bureau of Apprenticeship & Training, as well as by state agencies, but can be less formal | apprenticeships |
| in apprenticeships, the expert or organization gets __ __, usually 1/2 cost of an expert | inexpensive labor |
| organizations sometimes use apprenticeships to __ __ __ employees for jobs that are difficult to fill | grow their own |
| criticism of apprenticeships is that the emphasis is usually on __ rather than teaching of new skills | production |
| criticism of apprenticeships is that unions use apprenticeships to __ __ into their trade, which results in both inflated wages & lower supply of workers | restrict entry |
| employers often shun apprenticeships because they fear apprentice will | become a competitor or join competing company |
| provides just-in-time training, flexible scheduling, customized training, & smaller financial commitment than many other types of training | experienced employee coaching |
| disadvantage to experienced employee coaching is that good workers are not necessarily | good trainers |
| key to experienced employee coaching is finding a way to | identify workers who will be good trainers/coaches |
| future trainers/coaches are taught skills they will need to train other employees | train-the-trainer programs |
| disadvantage to experienced employee coaching is that it diminishes the expert's | productivity |
| similar to consultants, yet rather than working w/organization as whole, they are hired to coach particular employee, usually a manager | corporate coaches |
| corporate coaches also help employees | identify strengths & weaknesses, sets goals, & solve problems |
| typically mentors are older and at least __ __ above employee being mentored | one level |
| mentor and mentor-employee match must be | carefully chosen |
| study of 609 mentoring relationships found that mentoring was more effective when the relationship was | informal rather than formal |
| supervisor meets with employee to discuss strengths/weaknesses on job; once weaknesses identified, supervisor & employee can determine training methods best suited to help employee improve job knowledge/skill | using performance appraisal for on-the-job training |
| difficulty in using performance appraisals for training & raises/promotions, focus on salary administration in on __ behavior, whereas focus for training is on __ behavior | past; future |
| difficulty in using performance appraisals for training & raises/promotions, salary administration is often __ & emotional, whereas appraisal for training is __ & unemotional | subjective; objective |
| difficulty in using performance appraisals for training & raises/promotions, salary administration looks at __ performance, whereas training looks at __ performance | overall; detailed |
| it is suggested to use 2 separate __ __ __, one for training & one for salary administration | performance appraisal systems |
| research in learning suggests to __ __ training situation is to actual job the more effective it will be | more similar |
| transfer of training principle is extremely important when | training program being chosen/designed |
| way to increase __ __ __ __ is by having trainee practice desired behavior as much as possible | positive transfer of training |
| practice, in increasing positive transfer of training, is especially important for tasks that | will not be practiced on a daily basis after training completed |
| research shows overlearning __ __ of training material | increases retention |
| to increase positive transfer of training, practice as many __ __ as possible allowing employee to be better able to deal w/any changes occurring on the job | different situations |
| employees are more likely to be given opportunities to perform what they learned in training when their supervisor | perceives them to be competent |
| employees are more likely to be given opportunities to perform what they learned in training when __ __ is supportive | organizational climate |
| transfer of training can also be increased by | teaching concepts, basic principles, and "big picture" rather than just specific facts/techniques |
| for training program to be successful there needs to be __ __ __ that might distract employees & keep them from concentrating on program | minimal outside factors |
| practical research design, in evaluating training programs, without scientific rigor yields | little confidence in research findings |
| implements training program & then determines whether significant change is seen in performance; this is done through pretests/posttests | most simple & practical of research designs |
| using evaluation method of pretests - training - posttests findings are difficult to interpret because | there is no control group against which results can be compared |
| for training purposes, consists of employees who will be tested & treated in same manner as experimental group, except they will not get training | control group |
| many times control groups are pulled from different work locations which | reduces confidence in research findings |
| resentment by those in control group can lead to __ in performance by employees in control group, thus reducing confidence in research findings | decrease |
| Solomon four-groups design can be used when the mere taking of the pretest may lead to | increase in performance |
| Solomon four-groups design is the most __ __ of research designs | scientifically rigorous |
| to evaluate effectiveness of training programs the 2 factors that differentiate the various methods are | practicality & experimental rigor |
| levels at which training effectiveness can be measured are | content validity, employee reactions, employee learning, application of training, business impact, & return on investment |
| when validating content of training program it is important that professional trainer can __ previous success with method in other organizations | document |
| employee reactions is the __ __ used method to evaluate training effectiveness | most commonly |
| ratings in employee reactions to training tend to be influenced most by | trainer's style & degree of interaction in training program |
| employee reactions are important because employees will not have __ in training & will not be __ to use it if they so not like training process | confidence; motivated |
| positive employee reactions do not mean that training will lead to | changes in knowledge or performance |
| employee reactions to training constitute to __ __ of training evaluation | lowest level |
| in employee learning, at test will be administered | before & after training |
| application of training is often measured through | supervisor ratings or use of secret shoppers |
| are very different types of training | soft-skills & technical training |
| interpersonal skills & include skills pertaining to such areas as conflict management, customer service skills, communication skills, & mediation skills | soft=skills |
| role plays provides __ & __ __ from others that will improve role player's performance in actual situations | practice; immediate feedback |
| ethical concern of role play could be | forced participation |
| ethical concern of role play could be they can often be | somewhat challenging |
| proponents of role pay pose ethical concerns with | NOT making trainees practice skills before using them |
| Conducting a(n) __ analysis is the first step in developing an employee training system | needs |
| You examine the job descriptions for every position in your company and determine that every employee must know how to use Excel to be successful. What level of analysis is this? | task analysis |
| best training objective? "By the end of this training, the employee | will be able to correctly answer 90% of customer questions |
| Supervisors who set goals, provide feedback, and encourage employees to use their training are trying to motivate employees to | transfer what is learned in training to the job |
| __ exercises allow the trainee to work with equipment and in an environment like that found in the actual job | simulation |
| Behavior modeling has been one of the most successful training methods. Whereas role play has trainees perform behavior they might normally perform, behavior modeling has trainees role play __ behavior they might perform on the job | ideal |
| Can increase job satisfaction, allows for lateral transfer, & allows for greater staffing flexibility | advantages of job rotation |
| assigns a new employee with an experienced employee who is told to "show the kid the ropes" | coaching |
| Overlearning | increases retention of material |
| Taflinger Industries sent 15 employees to a training program on customer relations. Three weeks later, the company noticed a 23% increase in sales. Using the evaluation criterion of __, it appears that the training worked | business impact |
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lfrancois
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