EDUC 317 phone quiz 1

docx

School

Athabasca University, Calgary *

*We aren’t endorsed by this school

Course

317

Subject

Management

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by ChancellorFogOtter24

Unit 1 Test 1. Training is: a formal and planned effort to help workers acquire knowledge, skills and abilities (KSAs) for future job responsibilities. 2. Performance management: Process of establishing goals and designing interventions and programs to motivate and develop employee’s to improve their performance and organizational performance. The threat of termination can also motivate workers to engage in and apply training. This highlights that employment is a relationship of power and employers use their power to achieve their goals usually to maximize profitability. 3. What are the major steps of ISD (instructional systems design) model? Major steps are needs analysis, training design and delivery and evaluation. 4. What tasks are performed during a needs analysis? A needs analysis gathers information about problems and the need for training. An organizational analysis gathers information about where in an organization that training is needed. A task analysis indicates what training is required. A person analysis identifies who in the organization requires training. 5. Why do you think the ISD model puts the creation of training objectives before the development of training content and methods? The logic of the ISD model in training is intended to meet the organizational goals that are identified in the needs analysis. Training objectives translate these needs into specific objectives that training must achieve in order for it to be successful. The content of the training and the methods by which it is delivered should be consistent with these objectives so the objectives are developed first. 6. Sometimes organizations will buy off the shelf training products. What are the risks associated with this choice, given the logic of the ISD model? The main risk of buying off the shelf training is that the objectives, content and method are often predetermined by the training provider. The resulting training may not meet the organizational need that has prompted the training. For example an organization may be statutorily required to provide its cleaning staff with training about how to handle chemicals used in the workplace. The organizational needs may be to 1. Comply with the law and 2. Ensure workers are not injured by said chemicals. Purchasing off the shelf training on handling hazardous chemicals may provide the workers withy general principles for handling chemicals safely. But it may not address the specific chemicals used in the workplace or the circumstances in which chemicals are actually used. The training may meet the statutory requirements but may not provide adequate training or protection to worker.

7. Why might organizations purchase off the shelf training instead of developing their own? Generally it’s a cost benefit decision. Employers typically seek to maximize their profitability and one way to do that is reduce labour costs. Off the shelf training may be significantly cheaper than developing in house training. A training provider may have access to knowledge, skills or content that the employer does not. It may be necessary for the employer to trade off the cost savings of off the shelf training against any potential reduction in effectiveness caused by the training not being a perfect fit for the organization. Employers also may lack staff to design and implement training. 8. Why does the textbook suggest that training may positively impact recruitment? Employees are attracted to workplaces that encourage training as it enables them to grow their career, knowledge and experience at the same time which can lead to promotions or increased wages. The text indicates workers may value skill development particularly younger employees. This highlights that employment relationships are always temporary ones. One of the resulting training dynamics is that employers may be reluctant to provide training if they fear their newly trained workers will be poached by another employer who will benefit from the training. 9. What benefits do workers receive from training? Workers acquire the knowledge and skills that allow them to perform better in their jobs, potential for higher income/wages, improved marketability, job security, increased opportunities for advancement and promotion. The text asserts that workers receive both intrinsic and extrinsic benefits. Extrinsic include higher wages and marketability. Intrinsic include greater confidence, self efficacy, job satisfaction and a feeling of usefulness and belonging to an organization. However, the authors ignore that workers may also benefit from the break in their work routine and the opportunity to interact with others. Ignoring the idea that workers might benefit emotionally and physically from not doing their job for awhile highlights that the text looks at training almost exclusively through the lens of employer interests. 10. Almost all workplaces provide some form of OHS training. What do these include? OHS training are formal planned efforts to help employees acquire knowledge, skills and abilities that will improve their ability to avoid and respond to incidents in the workplace. 11. The text suggests that a labour shortage can be the results of a skills mismatch. What other reasons can cause a labour shortage? Labour shortages can also reflect qualified workers not being wiling to make themselves available for the wages and working conditions that employers are offering. Woorkers who have some other way to pay their bills ie employment insurance, may opt out of the labour force. It is important to see the training prescription (often combined with a demand for governments to fund such training) for a labour shortage as part of employers efforts to minimize labour costs. This prescription makes available

(at the tax payers expense) more adequately qualified workers who are available to take on jobs and the wages and conditions offered. 12. Unitarists does not acknowledge that workers and employers have interests that sometimes conflict. Unitarism is more likely to explain workers refusing to apply training as deviant behaviour, worker irrationality and poor communication. 13. How might a pluralist explain a worker refusing to share their knowledge of their job with the employer? Pluralist view where workers and employers have interests that diverge, workers may decline to share their knowledge of how a job is done because they see their knowledge as a n asset that they can use to shape their working conditions and reduce the likelihood of managers terminating them. It allows workers to control the pace and process of work. 14. Historical disparities do not need to be considered in the development of training. FALSE Historical disparities between groups of people are often based upon one of more identity factors. Such disparities can manifest themselves in differences that affect the ability or willingness of individuals from these groups to participate in training. Ie women who perform social reproduction tasks can have their ability or willingness to participate in training held outside of their normal work hours., UNIT 2 Test 1. Which of the following are examples of informal learning? incidental conversations self-directed searching on the Internet group problem solving. Informal learning is training that occurs primarily spontaneously and outside of formal designed activities. Conversations with coworkers Internet searches and group problem solving are examples seminars in structured on the job training programs are examples of formal learning because they involve planned and structured activities. 2. In Gagne’s framework of learning outcomes what are examples of declaratives knowledge? declarative knowledge includes facts knowledge principles and packages of information. In this typology preferences an internal states are categorized as attitudes the execution of physical movements is categorized as motor skills and procedures are categorized as intellectual skills decorative knowledge is considered a principle. 3. In krager's framework of learning outcomes what is the term for the fast and fluid performance of a task? Compilation refers to the fast and fluid performance of a task as the result of proceduralization an composition automaticity is the ability to perform a task without conscious monitoring.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

4. What is the key implication of resource allocation theory for training? Resource allocation theory provides trainers with the ability to develop programs that follow and recognize the cognitive resources the learner has at all stages of learning while recognizing individual differences. The theory asserts that individuals have limited cognitive resources that can be used to learn a new task the amount of resources individuals can allocate to a new task varies across the three stages of learning. given this training must take into account what demands and expectations are realistic to place on learners at each stage of learning 5. In adaptive character of thought (ACT) theory what do learners accomplish during the first stage of learning? The first stage of learning declaratives knowledge sees learners learning facts knowledge and information. 6. In ECT theory what occurs during knowledge compilation? Learners acquire the ability to translate declarative knowledge into proficient action this involves integrating tasks into sequences to simplify and streamline the performance of the task. This eventually leads to proceduralization where the learner has mastered the task and performance is automatic. 7. Think about kolb's learning styles if you have a group of learners who all prefer to learn using abstract conceptualization and reflective observation which learning mode should you build into the training course? Cold notes the importance of a learning style in which learners use all four modes of learning in a sequence that begins with a concrete experience followed by reflective observation abstract conceptualisation and then experimentation. 8. In conditioning theory how do negative reinforcement and punishment differ from each other? Negative reinforcement involves removal of stimulus after an action punishment is the application of a punitive or negative consequences as the result of an action. Negative reinforcement entails the removal of stimulus when desired behavior is demonstrated. For example workers who are competently performing a new task may no longer have their supervisor watching them closely. This increases the likelihood of the workers exhibiting the desired behavior. Punishment is the application of a sanction in order to detur undesired behavior. For example workers who goof off may find themselves being subject to close monitoring by their boss.new line 9. What are the three steps in the conditioning process and how are they inter related? the three steps are shaping chaining and generalization. Each step builds upon the other period shape the behaviors chain them together in sequence is an master the sequence so it becomes fast an automatic. Shaping entails reinforcing each step in the process until it is mastered the reinforcement is then withdrawn until the next step in the process is mastered. Chaining occurs once each step is mastered. Reinforcement is then applied only for the successful completion of all steps in a process. Finally generalization addresses workers applying the process in different circumstances from which they learn them. This often entails giving workers the opportunity to apply what they have learned in different contexts.

10. What is the central premise of social cognitive theory? The central premise of social cognitive theory is that learning occurs through interactions with others which can be formal or informal. This includes observing the behavior of others making choices about different courses of action to pursue based on how things went for those whom we observed and managing our own behavior in the process of learning. This theory suggests there is more to learning than simply responding to a series of rewards and punishments. 11. Under what conditions are training goals motivational? When goals are specific challenging accompanied by feedback and learners are committed to reaching those goals they can be motivational. 12. Do you have an internal or external locus of control? How do you know this? I have an internal locus of control period I know this because I control my behavior and I'm responsible for that behavior not the environment or external forces around me. My behavior may change in response to external forces but ultimately I decide how I behave in that response. I believe I have the opportunity to control my behavior and that resides within myself if I were to have an external locus of control I would believe that external forces control my behavior. It is possible and likely that you can have different lochi of control depending on the circumstances. 13. What according to sandlin are critical educators primarily interested in when studying andragogy? Critical educators are primarily interested in challenging the normative assumptions of andragogy the inequality an under or misrepresentation of learners and content as well as seeks to link their critique to action in the pursuit of social change. They seek to examine an redress the power relations and social inequality 's and are concerned with forms of education that are empowering and liberating. Sandlin asserts critical educators are interested in power relations and societal inequality 's and have a concern for forms of education which are liberating rather than merely adjusting in this way critical educators seek to understand education as having both technical and political dimensions. 14. What according to sandlin is the central feminist critique of andragogy? The main or primary criticism by feminist adult educators is that women have been marginalized under and misrepresented in mainstream adult education which ignores other ways of learning and knowing sampling asserts that adult education has normalized and universalized the white European middle class male adult learner who possesses values such as individualism self-directed nis and self fulfillment. Andrew gogi also has a tendency to assume that teaching and learning are politically neutral activities rather than ones that have embodied biases that negatively affect women and other traditionally disadvantaged groups. 15. What according to sandlin is the central Africa centric critique of adult education? The primary criticism is the failure to consider other worldviews and on its exclusion of racialized and non western voices specifically the African worldview. Coupled with this is the idea that because andragogy universalizes the western worldview it continues to reproduce the dominant cultural hegemony of racism

in Africa. Sandlin asserts that the methods goals and purposes of adult education are based primarily on eurocentric values. In this view education is not a neutral activity but one that reflects the cultural social political and philosophical imperatives of society. These biases can be seen for example and who receives training in the workplace what topics are considered legitimate for training and what sorts of classroom behaviors are viewed as desirable Unit 3 Test 1. What purpose(s) does a needs assessment serve? 2. What are the three broad types of analysis that may be performed during a needs analysis, and what kinds of information does each type of analysis provide? Organizational Analysis: study of the entire organization, its strategy, environment, resources and context. Provides information for the identification of training needs but also the probability of success of training program. Organizational analysis provides information on strategic alignment between the organizations training needs an programs with and organizations strategies and objectives. Task Analysis: consists of a description of activities or work operations performed on a job and the conditions under which these activities are performed. A task analysis reveals the task required for a person to perform a job and the knowledge skills and abilities. that are required to perform the tasks successfully there are 6 steps involved. One identify target jobs two obtain job description three develop rating scales to read the importance and difficulty of each task and the frequency with which it is performed. For survey a sample of job incumbents 5 analyze and interpret information six provide feedback on the results. Person Analysis: indicates how well employees are able to perform the tasks or whether they have the necessary knowledge skills and abilities. This is obtained by focusing on the person performing a job and helps to determine who needs training and whether they are ready for training. Person analysis is the process of studying employee behavior and performance to determine whether performance meets the work standard it will examine how well an employee performs the critical tasks and their knowledge skills and abilities. This is done in a three-step process one define desired performance to determine the gap

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

between desired and actual performance Ann three identify the obstacles to effective performance. 3. How can environmental factors affect the need for training? training and development is embedded in the external environment and how factors in the environment can affect the organization, human resource practices, and training and development. The environment is dynamic and uncertain. New technologies, competitors, recessions, and trade agreements can profoundly affect not only the need for and content of training, but also employees’ receptivity to being trained. Training programs are often mandated and a direct result of government legislation and regulations (such as safety regulations, bullying, harassment) as well as industry (e.g., trucking, financial) and organization policies (e.g., privacy, security) or what is generally known as compliance training. Sometimes training is mandated in response to public pressure over particular issues and concerns. organizations are also conscious of the strategies of their competitors and social concerns, rganizations have also become concerned about how they are perceived by the public and the use of social media, and this has led to the need for media training for organizational leaders and senior staff. an organizational analysis is important for determining changes in an organization’s external environment whether they are legal, social, political, or competitive that might require some form of training and development. 4. What characteristics of the workplace can facilitate training transfer? Organizations consist of more than buildings, equipment, and paper. They are social entities made up of people. The people in the buildings have feelings, attitudes, and values that make up the climate of an organization. Organizational climate refers to the collective attitudes of employees toward work, supervision, and company goals, policies, and procedures. One aspect of climate that is particularly important for training is the training transfer climate. Training transfer climate refers to characteristics in the work environment that can either facilitate or inhibit the application of training on the job. A strong training transfer climate is one in which there are cues that remind employees to apply training material on the job, positive consequences such as feedback and rewards for applying training on the job, and supervisor and peer support for the use of newly acquired skills and abilities. The training transfer climate has been found to be a strong predictor of training effectiveness and of whether trainees apply newly trained skills on the job. Another important component of an organization’s context is its culture for learning. A learning culture refers to the attitudes and practices within the organization regarding the importance placed on organizational learning and employee development. In a similar vein, a continuous learning culture is a culture in which members of an organization believe that knowledge and skill acquisition are part of their job responsibilities and that learning is an important part of work life in the organization

Training transfer is the application of training to workers job training transfer can be enhanced by cues to remind workers to apply training on the job positive consequences for application and support by peers and supervisors. 5. n the textbook, the Trainers Notebook 3.1 contains 10 questions that help assess an organization’s continuous learning culture. Compute a score on these questions for an organization that you have been involved with. For the two lowest scoring questions, identify two ways to improve the organization’s score. 6. What are the main steps in performing a task analysis? 6 steps involved. One identify target jobs two obtain job description three develop rating scales to read the importance and difficulty of each task and the frequency with which it is performed. For survey a sample of job incumbents 5 analyze and interpret information six provide feedback on the 7. What are the kinds of questions that a person analysis can answer A person analysis can answer questions such as how well does the worker perform the task who requires training and what kinds of training do they need : How well does the employee perform the tasks? Who, within the organization, needs training? What kind of training do they need? 8. What are the seven high-level questions that Mager and Pipe’s performance analysis flowchart asks about performance problems? Why are each of these questions important? a. What is the problem? B. is it worth solving? C. Can we apply fast fixes? D. Are consequences desirable? E. Do they already know how? F. Are there more clues? G. What is the solution? These questions are designed to quickly identify performance issues and identify optimal solutions which may include training**** 9. Using Mager and Pipe’s flowchart, what intervention would you recommend to improve the performance of a worker who comes in late to work on a regular basis despite repeated instructions to attend the workplace on time and why? The most effective intervention will depend upon the reason for the lateness and cost of the fix. There may be resource issues such as childcare limitations or inadequate transportation that the employer may or may not be able to or be willing to remedy this is step five. On the other hand if the issue is simply that the employee is not motivated to comply then attaching consequences to lateness may be more effective step ten. This would include things such as progressive disciplinary measures

10. Using Mager and Pipe’s flowchart, what intervention would you recommend to improve the performance of a worker who fails to consistently update inventory on the computer resulting in items being out of stock and lost sales? The most effective intervention would depend upon the reason for not updating the inventory and the cost of the fix if expectations are unclear we might clarify them if there is not enough time in the day to update inventory we might reduce the workers workload or add additional staff. If updating the database negatively affects the workers income IE the worker is paid by sale we might consider providing pay for inventory work or alternating the pay system. If the worker does not know how to update the database or is simply slow at it we may provide training or practice. 11. Using Mager and Pipe’s flowchart, what intervention would you recommend to improve the performance of a worker in a call centre who fails to provide correct answers to customer questions despite answers being available in product FAQ housed in call centre attendant database? Consider that previous performance was good, but the worker is just back from an extended medical leave and she has forgotten several call handling procedures. Most effective intervention will depend a bit upon the reason for not Looking up the answer in the cost of the fix. Given the workers previous good performance it may simply be that the worker is rusty and requires some practice period on the other hand if there have been changes in the nature of work training may be required. If the pace of work is increased while the worker was away perhaps additional resources are required. 12. Using Mager and Pipe’s flowchart, what intervention would you recommend to improve the performance of a worker in call centre who fails to provide correct answers to customer questions despite answers being available in product FAQ housed in call centre attendant database? Consider that the worker claims she does not know how to use the search function in the database. The most effective intervention will depend a bit upon the reason for not looking up the answer and the cost if the worker has never received training in the database and training would be inappropriate intervention this is an example where starting in the middle of the flow chart asking if there's a genuine skill deficiency might be a more effective way to use the tool then starting at the beginning if the workers received training but for some reason refuses to implement it then it may be appropriate to work through the flow chart including clarifying expectations attaching consequences and ultimately replacing the worker. 13. Table 3.4 in the textbook outlines various data-collection methods that can be employed during a needs analysis. Which data collection method(s) would you use to investigate whether a skills deficit was the cause of workers not meeting

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

production quotas on a manufacturing line, and why would you choose this approach? Observation and interviews to see if workers feel or see things that are deficit in skills. Tests: can be helpful in determining the cause of recognized problem is deficiency in knowledge skills or by elimination, attitude. One option is observation of the work by skilled observer combined with consulting key informants such as supervisors and lead hands. This will provide you with a sense of whether the performance problem is related to a skills deficit or not. You might also consider asking the workers what is causing quotas to be missed who may have an insight into other factors such as inadequate equipment or depending on the nature of the skills testing their abilities which would provide objective data about whether or not skills are present. 14. Table 3.4 in the textbook outlines various data-collection methods that can be employed during a needs analysis. Which data collection method(s) would you use to identify the KSAs to teach HR staff in order to ensure that workers with children are treated equitably, and why would you choose this approach? One place to start maybe interviewing workers have disposed that they have children individually or as a group to identify the issues and behaviors they identify as problematic. We might also examine printed materials such as academic and professional journals to see what issues other organizations have identified as well as possible solutions. We might then ask key informants in HR to discuss these issues and behaviors to understand what is the organizational reasoning or logic behind them. This data would give us enough information to identify what training is required as well as what other organizational changes might be necessary and viable. 15. Table 3.4 in the textbook outlines various data-collection methods that can be employed during a needs analysis. Which data collection method(s) would you use to identify the fire prevention and safety training content required for gas station attendants, and why would you choose this approach? One approach might be consult with key informants such as fire safety professionals about what standard fire safety training at other gas stations entails period since this is likely a question that other organizations have grappled with identifying what has been found necessary elsewhere could be a

cost effective starting point. You might then examine organizational records and interview staff within the organization to see whether there are specific issues or circumstances that you'll need to incorporate into your needs analysis.

EDUC 317 phone quiz 1

Related Documents