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Chaper 7 & 8 T & D
| Question | Answer |
|---|---|
| Presentation Methods | methods in which trainees are passive recipients of information |
| Lecture | Trainers communicate through spoken words what they want the trainees to learn. Primarily one way from trainer to audience. |
| Audiovisual Instruction | includes overheads, slides, and video. |
| On-the-job training | refers to new or inexperience employees learning in the work setting and during work by observing peers or managers performing the job and trying to imitate their behavior. (Oldest and one of the most used). |
| Self-Directed Learning | has employees take responsibility for all aspects of learning-including when it is conducted and who will be involved. At their own pace and without an instructor. |
| Apprenticeship | a work-study training method with both on-the-job and classroom training. Must register under federal guidelines. |
| Simulation | A training method that represents a real-life situation, with trainees' decisions resulting in outcomes that mirror what would happen if they were on the job. |
| Case Study | A description about how employees or an organization dealt with a difficult situation. Analyze and critique the actions taken, indicating the appropriate actions and suggesting what might have been done differently. They will recall through "discovery". |
| Business Games | require trainees to gather information, analyze it, and make decisions. Primarily for mgmt skill development. |
| Role Plays | have trainees act out characters assigned to them. May provided limited information...unlike a simulation. |
| Behavior Modeling | presents trainees with a model who demonstrates key behaviors to replicate and provides trainees with the opportunity to practice the key behaviors. Based on social learning. |
| Vicarious Reinforcement | occurs when a trainees sees a model receiving reinforcement for using certain behaviors. |
| Key Behavior | is one of a set of behaviors that at are necessary to complete a task. Typically performed in a specific order. |
| Modeling Display | provides the key behaviors that the trainees will practice to develop the same set of behaviors. Videotape is prominent. |
| Application Planning | prepares trainees to use the key behaviors on the job (enhances transfer of training). Having all participants prepare a written doc identifying specific situation in which they use key behaviors. |
| Group Building Methods | are training methods designed to improve team or group effectiveness. Directed at improving the trainees' skills as well as team effectiveness. Understand dynamic interpersonal relationships. |
| Experimental Learning | 1) gain conceptual knowledge and theory (2) take part in a behavioral simulation (3) analyze the activity (4) connect the theory and activity with on-the-job or real-life situations |
| Adventure Learning | focuses on the development of teamwork and leadership skills through structured activities |
| Team Training | coordinates the performance of individuals who work together to achieve a common goal. Team performance: Knowledge, attitudes, behavior. |
| Cross Training | has team memers understand and practice each other's skills so that members are prepared to step in and take the place of a member who may temporarily or permanently leave the team. |
| Coordination Training | instructs the team in how to share information and decision-making responsibilities to maximize team performance. |
| Team leader training | refers to training that the team manager or facilitator receives. |
| Action Learning | gives teams or work groups an actual problem, has them work on solving it and committing to an action plan, and then holds them accountable for carrying out the plan. |
| Digital Collaboration | the use of technology to enhance and extend employees abilities to work together regardless of their geographic proximity |
| Synchronous Communication | trainers, experts, and learners interact with each other live and in real time the same way they would din face-to-face classroom instruction |
| Asynchronous Communication | non-real-time interactions |
| Multimedia Training | Combines audiovisual training methods with computer-based training. |
| Repurposing | refers to directly translating an instructor-led face-to-face training program to an online format. |
| Learner Control | refers to the ability of trainees to actively learn through self-pacing, exercises, exploring links to other material and conversations with other trainees and experts. |
| Virtual Reality | creates a 3 dimensional learning experience. |
| Second LIfe | a computer based, simulated online virtual world that includes a three-dimensional representation of the real world and a place to host learning programs or experiences. |
| Groupware | allows users to track, share, and organize information and to work on the same document simultaneously. |
| Authoring tools | used to create presentations, surveys, quizzes, animation, and graphics and to provide sound, video and text for online learning. |
| Human Capital MGMT | integrates training with all aspects of the human resource function to determine how training dollars are spent and how training expenses translate into business dollars for the company |
Created by:
ochsn024
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