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Description
Flashcards by janinemartinez20, updated more than 1 year ago
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Created by janinemartinez20
over 8 years ago
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| Question | Answer |
| How can training be used to enhance performance? | 1. Identify Performance gap 2. Is training the answer? 3. Training Needs Assessment - Identify trg criteria - Training Evaluation 4. Training Objectives 5. Training Methodology 6. Learning principles |
| What is performance Gap Analysis? | Involves a careful examination of the firm's functioning at organizational, Structural and system, process or task, and employee levels in order to identify performance deficiency. |
| LEVEL 1 Organizational Level? | To be effective an organization's mission and vision, goals, overall philosophy and strategy must be compatible with needs of the larger environments and reflect changes in the priorities of its constituents. |
| Examples of Organizational level compatibility with its environment: | - Respond to the needs of its customers - Have a clear idea of where it's going and where it wants to go - Be competitive - focus on strategy the recognizes its strengths - Respond to the needs of its constituents in the environment in which it operates. - Change, reinvent timely to meet the emerging challenges. |
| LEVEL 2 Structural and systems level? | A firm's internal structure and systems should facilitate the achievement of organizational goals and strategies and timely response to stakeholder demands. |
| Structural and System level examples: | - Be structured to facilitate effective and efficient delivery of product and services to the market - have internal procedures that help accomplish the org's mission - measure performance at various levels using procedures in alignment with basic strategy. - Have HR systems that support strategy accomplishment - Take timely corrective actions to remove performance gaps at different systems levels. |
| LEVEL 3 Process or task Level? | A process is a series of steps or actions that convert a specific input into an output. A process is further divided into tasks. In the long term an organization can only succeed if internal processes are logically and efficiently planned and executed to maximize efficiency, quality and member commitment. |
| Examples of Process or Task Level | - Align process goals with overall organizational goals. - Have adequate systems and processes to achieve organizational strategy - Ensure consistency in systems & processes - Have adequate and relevant criteria to measure effectiveness & efficiency. - Continuously monitor and improve processes |
| LEVEL 4 Individual Employee Level? | If the employees are not skilled and motivated goals are not going to be met regardless of how clearly defined they are. |
| Individual Employee level examples: | EEs need to be aware of job requirements and standards of excellence. EE must posses adequate levels of motivation. EE must have all the required skills, knowledge & compentencies. EE must posses appropriate work related values. |
| Is Training the Answer? | If problem is at structural, system or process level, training is unlikely to benefit the firm. If performance deficiency is widespread, it is an indication of systemic problems, such as hiring practices, inappropriate performance standards, inadequate rewards or poor communication. |
| Is training appropriate? | How many members face the same deficiency? FEW ---- MANY How many dimensions is the performance Deficient? FEW --- MANY Few EE & Few Dimensions- Trg is appropriate Many EE & Few Dimensions - Trg is probably appropriate Few EEs & Many Dimensions -Trg is probably inappropriate Many EEs & Many Dimensions - Trg is inappropriate |
| Performance Gap Analysis Variables are: | Direction Capacity Consistency Motivation Expertise |
| Training Needs Analysis must be performed at which levels? | 1. Organizational level analysis 2. Operational level analysis 3. Employee level analysis |
| Direction | Performance is affected by the direction or focus of the firm, system, or person under study. |
| Capacity | All systems have limitations on their capacity or capabilities. Successful orgs are able to acquire adequate resources from outside environments on a regular basis. |
| Consistency | It is not enough to have clear goals and procedures, these must also be mutually consistent. When performance evaluations are not consistent with its reward systems or training system, problems arise. |
| Motivation | The drive, the desire to excel, and the overall persistence of efforts characterize successful organization and individuals. |
| Expertise | Do the members have the necessary expertise to perform at a high level? Is this technology sophisticated enough to be a source of competitive strength? Answers to these questions indicate how far and how fast an organization can go. |
| Organization Level Analysis | Study of the firm at macro-organizational level, including character and culture, resources, mission, goals, strategy and environments to identify training and development needs. Fig. 7-7 |
| Operational Level Analysis: | Study of the firm’s systems, processes and jobs in order to assess training and development needs. Fig. 7-8 |
| Employee level Analysis: | Training needs of individual employee or work team |
| Training Objectives: | - Formulated after a thorough training needs analysis. - Outcome based - Quality measure - Cost - Time |
| Learning principles, and their indication for training: | Link to rewards Participation Repetition Relevance Transference Feedback Spaced approach Fig. 7-12 |
| Learning: | Reflects changes in attitudes, behaviours, other observable effects, and relatively enduring changes in the content or storage of information |
| Learning Principles: | Learning principles are guidelines to the ways people learn most effectively. |
| Learning Principle 1. | Learning-Reward Link - If learner perceives a close connection between learning and desire rewards, the learning is more motivated to learn the new material. |
| Participation | Learning is usually quicker and longer lasting when the learner can participate actively. Participation improves motivation and engages more senses to reinforce the learning process. |
| Repetition | Repetition edges a pattern into our memory. |
| Relevance | Learning is helped when the material to be used is meaningful. |
| Transference | The closer the demands of the training program match the demands of the job, the faster a person learns to master the job. |
| Feedback | With feedback motivated learners can adjust their behaviour to achieve the quickest possible learning curve. |
| Spaced approach | A 6 hour training program can be done in several ways. Spaced approach with time gaps for rest and reflection during training is most effective. |
| TRAINING METHODS - One training method is not universal for all occasions, the particular method depends on the learning to be imparted. The best methods depend on: | Cost-effectiveness of a spec training method Training objectives Desired program content The available trg facilities Trainee preference & capabilities Trainer preference & Capabilities Learning principles |
| Learning is grouped under 2 broad categories: | Cognitive Learning Behavioural learning |
| Cognitive Learning: | Training programs that primarily develop cognitive learning cause changes in the content, organization, and storage of information on the part of the trainee. The primary effect of this trg is a change in the trainee's mental representation of objects and events, their characteristics, their relationships to other objects and events. |
| Behavioural Learning: | Occurs when relatively permanent changes in a trainee's behaviour happen. |
| On the Job Training Methods | 1. Job Instruction training 2. Job Rotation 3. Apprenticeship 4. Coaching |
| Job Instruction Training (JIT) | Imparted directly on the job by the supervisor, coworker or other trainer, focuses on teaching the employee how to do their present job effectively. This method when done properly can take care of learning principles such as participation by the trainee, repetition, relevance, transference, and feedback. |
| Job Rotation | Job Rotation moves trainees from job to job, teaching them various required skills and helping them to recognize the interdependence among the jobs. |
| Apprenticeship | Apprenticeships, most often used to teach various skilled trades, invovle both classroom and instruction learning from watching more experience employees or supervisors. |
| Coaching | Intended to help an employee master skills and competencies, reach full potential, and facilitate life-long learning. |
| Off the Job Training Methods | Lectures Case Study Programmed Learning Role Playing Simulations |
| Lectures: | is the verbal communication of material from the trainer to the trainee |
| Case Study | Case Studies describe how employees, teams, or organizations dealt with a challenge or problem and encourage trainees to analyze and learn by critiquing and synthesizing the described events and actions. |
| Role-Playing | Role-Playing requires trainees to act out roles or identities assigned to them in order to develop a better understanding of the belief system and behaviours of the person depicted. |
| Training Evaluating Effectiveness | This is used to determine if training is effective on specific criteria: Identify training objectives Identify training criteria Identify evaluation design Data collection and analysis Determining ROI |
| Identify Training Objectives | Objectives may be cognitive, attitudinal or behavioural outcomes or a combination of these. |
| Identify Evaluation Criteria: | Almost all systematic evaluations should begin with a clear specification of desired training outcomes. |
| Criteria for training evaluation | Reaction to the program Knowledge of the material Skills and behaviours Attitudes Organizational results |
| Reaction to the program | Reactiion measures the trainee's satisfaction to the program |
| Knowledge of the Material | Measures the trainee's acquisition of the new knowledge and concepts. |
| Skills and behaviours | Measures the changes in trainee's technical or motor skills and behaviour are often used to gauge the training effectiveness. |
| Attitudes | Often, trainee's attitudes are measured towards other people and things are used as a measure of the training effectiveness. |
| Organizational Results: | Ideally the impact of training on organizational reuslt should be assessed to gauge training effectiveness. |
| Identify Evaluation Methodology and designs: | Pretest only design Pretest, Post-test Design pretest, post-test, Control Group Design Four Group Design |
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