Question 1 ____________ learners like to learn facts, and solve problems using well tested methods. Intuitive Sensing( dung)p.168 Visual Verbal 4 points Question 2 Elaboration theory is relevant for simple tasks. complex tasks(dung).( p.194) both simple and complex tasks. attitudinal training. 4 points Question 3 . read an altimeter with an error of no more than 5 feet is an example of what part of a learning objective? Desired outcome Condition Standard(dung)p.162 Requirement
Take Test: Unit IV Assessment Content Question Completion Status: Question learners like to learn facts, and solve problems using well tested methods Intuitive Sensing( dung)p.168 Visual Verbal points Question Elaboration theory is relevant for simple tasks complex tasks(dung).( p.194) both simple and complex tasks attitudinal training points Question " read an altimeter with an error of no more than feet" is an example of what part of a learning objective? Desired outcome Condition Standard(dung)p.162 Requirement points Question 1/4 Social learning theory would indicate that a trainee's _ influences where attention is directed KSA retention behavior Motivation(dung)P.178 none of the above points Question Which macro theory of training design is outlined in the text? Elaboration theory (dung)P.192 Systems theory Gagne Briggs theory of training design Social learning theory Both A & B points Question How many extra steps are required when doing strategic knowledge training, compared to traditional training? Three Two One.xem xet them(P.181-182) None, each step has more information provided but there is the same number of steps points Question If after training the trainee is performing at a level lower than before this means that 2/4 there is zero transfer There is negative transfer.(dung)p.182 there are obstacles in the system preventing transfer there are negative outcomes associated with the trained behavior points Question Expectancy is The belief that desired performance will lead to desired outcome(E2) The belief that training will lead to desired outcome The belief that trainees should be aware of what can be achieved The belief that effort will lead to desired performance(dung) P.172 points Question If a major constraint is "short lead time," (therefore there is not much time to prepare training) one viable option is use of programmed instruction of modularization of external consultants.(dung)p.156 of massed practice points Question 10 Sequencing in Elaboration theory is the process of how to seat trainees for the most impact the process of how to organize the training to be assured everyone has the opportunity to speak 3/4 the process of how to group and order the content of training.(dung) p.192 the process of assigning trainees to groups points Question 11 30 points Why are peer support and supervisor support important to the transfer process? Transfer of training is often regarded as the extent to which employees effectively apply the KSA gained in the training context on the job Blanchard and Thacker (2010) mention that for training to be successful, the learning must be transferred back to the job This requires a positive climate for transfer While a positive climate for transfer includes many things, but this time we only discuss supervisor and peer support Supervisory support is often defined as the extent to which supervisors encourage employees to attend training and apply the training on the job Supervisors provided sufficient support had robustly correlated with the employees’ ability to transfer what they learned on the job (Blume, 2010).The ability of good supervisors is to encourage employees to attend training and reinforce the use of new learning involved in their own development in the workplace for such development activity, this support significantly enhances their motivation (Blanchard & Thacker , 2010) For example, if the trainee is motivated to learn and receives full support from their supervisor, then this support in turn encourages the employee to learn as much as possible Peer support can also have a positive effect on transfer of training Blanchard and Thacker (2010) indicate that the encouragement and assistance that trainees receive from their co-workers Support originating from peers has been found to exert a significant influence on employees’ ability to apply training in the workplace With the right climate, learning must be considered an integral aspect of the organization’s ongoing operation, becoming part of the employees’ and managers’ responsibilities (Blanchard & Thacker , 2010) Lim and Morris (2006) concluded that organizational climate in term of co-workers encouragement to apply training and 4/4 provision of feedbacks positively influenced employees’ ability to apply training on the job immediately and three months after training Although supervisory support was found significantly related to transfer, employees reported having a better transfer ability when they perceived their peers encouraged them to use new learning and discussed the ways to apply training on the job Moreover, more experienced peers can serve as mentors, willing to answer questions and provide advice, guidance, and support to remedy the difficulties trainees may encounter in applying the new skills to the work situation (Blanchard & Thacker , 2010) For example, if the trainee is the only one who is receiving training in the department then probably the experienced peers might put pressure on trainee to forget the training and work This situation also hampers in transfer of training However, this situation can be avoided by involving the entire department in training To sum up, supervisory and peer support have strong relationships with transfer of training and provide sound guidance to the practitioners on how to enhance transfer of training References Blanchard, N.P., & Thacker, J (2010) Effective training, systems, strategies and practices (Custom 4th ed.) Upper Saddle River, NJ: Prentice Hall Blume B D., Ford, J K., Baldwin, T T., Huang, J L (2010), Transfer of training: A metaanalytic review Journal of Management, 36( 4), 1065-1105 Lim, D H., Morris, L M (2006), Influence of trainee characteristics, instructional satisfaction, and organizational climate on perceived learning and training transfer Human Resource Development Quarterly,17(1), 85-115 5/4 Question 12 What is a “sit in” and what are the conditions necessary for it to be effective? According to Blanchard and Thacker (2010), trainer support can come from a sit in A “sit in” is a process to assist in transfer of training that involves the trainer observing job behaviors and providing feedback The trainer sits in and observes the trainee in a situation where she is required to use the trained behavior In other words, in a sit in, the trainer just follows the participant around for a while noting how the participant is using the skills, after that presents the trainer’s opinions Blanchard and Thacker (2010) also indicate that there are some necessary conditions for the sit-in to be effective listed below: Voluntary on the part of the trainee Confidential between the trainer and trainee Only for developmental purposes, not administrative During the sit-in, the trainer should be a good listener and observer; he or she must not interrupt the conservation between the trainee and other coworkers and give feedback only after the session is over After the sit-in, the trainer shows the trainee how to achieve the objectives, observe the trainee's performance, and then provide comments Finally, the trainer can assess how well the investment already made in training References Blanchard, N.P., & Thacker, J (2010) Effective training, systems, strategies and practices (Custom 4th ed.) Upper Saddle River, NJ: Prentice Hall 30 points 6/4 Coaching is a process of providing one-on-one guidance and instruction to improve the work performance of the person being coached in a specific area It differs from other OJT methods in that the trainee already has been working at the job for some time Usually, coaching is directed at employees with performance deficiencies, but it can also serve as a motivational tool for those performing adequately Typically the supervisor acts as the coach Like the OJT trainer, the coach must be skilled both in how to perform the task(s) and how to train others to them The amount of time supervisors devote to coaching activities steadily increased during the 1990s and will likely represent more than 50 percent of supervisors' time by the new millennium The coaching process, viewed from the coach's perspective, generally follows the outline below Note the similarities between JIT and this process Understand the trainee's job, the KSAs and resources required to meet performance expectations, and the trainee's current level of performance Meet with the trainee and mutually agree on the performance objectives to be achieved Mutually arrive at a plan/schedule for achieving the performance objectives At the work site, show the trainee how to achieve the objectives, observe the trainee's performance, then provide feedback Repeat step until performance improves MENTORING pararing is a form of coaching in which an ongoing relationship is developed between a senior and junior employee This technique focuses on providing the junior employee with political guidance and a clear understanding of how the organization goes about its business Mentoring is more concerned with improving the employee's fit within the organization than improving technical aspects of performance, thus differentiating it from coaching Generally, though not always, mentors are only provided for management-level employees SEE ALSO: Case Method of Analysis ; Continuing Education and Lifelong Learning Trends ; Employee Screening and Selection ; Management and Executive Development ; Mentoring P Nick Blanchard 7/4 Read more: http://www.referenceforbusiness.com/management/Tr-Z/Training-DeliveryMethods.html#ixzz3Jy8enC6O 8/4