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HN 2150 Midterm Exam Review QuestionsChapter 11. Describe the relationship between the HR and the HRD functions in a large organization. How might a small organization handle the responsibilities of these two areas?HR deals with the day to day operations of the human resources department. This curriculum would include business law, compensation, employee relations, benefits, and medical, etc. HR focuses on whom you hire, whom you fire and remediation to employees who need discipline and retooling to continue their employment.Human Resource Development deals with the training, the developmental aspect of employees and optimizing work performance. Most HRD curriculum includes classes like Training & Development, organizational development, etc. HRD is more proactive; it copes with the changing needs of the people as well as anticipates these needs and HRD is function more independent with separate roles to play.Unfortunately, small organizations lack the resources to establish training and development for their staff on a large scale. Every business handles the HR function, however often of times the funding/resources dictate the level of HRD a smaller organization can offer.

2. Review the material in Training in Action 1-2. Assume you were hired to develop a training program for these Customer Service Representatives. Write down the four most important knowledge, skills, or attitudes that you believe your training design must address and your reasoning for selecting these.Technical skills. To be efficient and effect at your job, you must have a strong knowledge base of your position. The CSRs are lacking in knowledge which intern results in a domino effect of other problems. Learning and procedural guides should be constructed and a mentoring, buddy system for the new staff. If the CSRs are presented with a reoccurring question, this may indicate a program that can be solved before the student arrives at the university, or a registration layout problem. Communication Skills. In order to be able to relay the required information to the student the employees must be able to communicate effective and clearly to the student, what they are asking. Without the proper ability to communicate the employee can have all the required knowledge, however the student would still be asking questions. I would accomplish this task by role playing exercises at seminars, also once communication skills have improved implementing a mentoring program for new staff. Personal Acknowledgement. We must remember that it is the CSRs (registration office) who are the front line people the backbone of the University. This is where most students obtain their first impression of the university. Which as a result this is the location in which conflict arises, where is my student loan? What time is registration? Where is registration? I should be exempt from this course, who do I talk to? I need a credit memo? Etc. The staff must realize there importance to the organization, this can be accomplished by acknowledgment and recognition of students registered at meetings. Often of times at meetings I attend I hear about the great job the SDOs are doing, bring in more students, however never a mention to any other group.Program/Operational Review. New techniques, new programs, new information, more and more information. Regular department meetings so the group can discuss problem areas and potential solutions. The group meetings, acts as a bonding exercise, puts everyone on the same page, also when a new procedure is developed and it generated from the staff rather than dictated by a manager, the staff feel that they were a part of the solution and a team. 3. What are the differences between Organizational Development practitioners and Trainers that make it so difficult to get along, given they are both working toward the same goal, organizational effectiveness. Table 1-2 summarizes the answer (p.24) Differences between OD Practitioners and TrainersIssuesOD PractitionersTrainer

RoleStrategicTactical

ClientTop managementMiddle-to-lower-level management

Response to problems with organizational politics, structure, ect.Challenge and confrontWork around or within the system

Organizational perceptionOverly analyticalGets things done

4. Explain, with the use of a diagram, the key concepts of the open systems model. Open systems have a dynamic relationship with their environment, while close systems do not. The diagram indicates the system is open to influences from its environment and, in fact, depends on the environment for the input that keeps the system active. The environmental inputs are transformed into outputs for the systems processes. Outputs flow out to the environment and may or may not influence future inputs into the system.General Open System ModelOpen SystemInput-------------------------Process-----------------Output

-------------Systems External Environment----------------

5. Describe how the model of training processes serves as a problem solving tool. Include a brief explanation of each of the five phases. Needs Analysis PhaseInput- Process- Output

Design PhaseInput-Process-Output

Development PhaseInput- Process- Output

Triggering Event

Implementation PhaseInput- Process- Output

Evaluation ProcessInput- Process- Output

Triggering Event: the identification of a potential organizational performance gap. Design Phase: a systematic process for determining training objectives and the most effective method(s) to use (given organizational constraints) to achieve the objectives. Program Development: putting together all the relevant material for the training. Implementation Phase: dry run, pilot testing and the actual training.Process Evaluation: examination of the way training was conducted to determine whether it met the expectations based on the design. The training process model serves as a problem solving too because it is a basic outline that if followed correctly, can aid in the overall training process. There are 5 steps in the training process model and they are, needs analysis phase, design phase, program development, implementation phase, and the evaluation phase. The analysis phase is the first and perhaps the most important step in the training process model. In this stage, the problem would need to be identified correctly so the training process model actually corrects the problem. In the design phase the training objectives are developed. By designing training objectives, it creates a blueprint in terms of who/what will be trained and how. These objectives specify the employee and organizational outcomes that should be achieved as a result of training. The second part of the design phase is to recognize the factors that are needed in training program to facilitate learning and its transfer back to the job, including other ways of instruction. The development phase consists of the order, timing and combination of elements to be used in the training program. The inputs for this phase are the outputs from the design phase. The outputs from this stage are the inputs for the implementation phase. The outputs are specific content, instructional methods, materials, equipment and media, manuals, and facilities integrated into a training plan designed to achieve the training objectives. The implementation phase is where all the aspects of the training program come together. However, one should not assume that everything planned will happen. It is useful to carry out a test run of the program.

Finally, the evaluation phase is the final phase of the training process model. However, even though this phase is at the end, it actually begins during the development phase. Time, money and staff all affect how training is evaluated. There are two types of evaluation: process evaluation and outcome evaluation. Process evaluation determines how well a particular process achieved its objectives (i.e. outputs). Collecting and analyzing process data can provide early warning of potential problems in the training program. Outcome evaluation is the evaluation conducted at the end of training to determine the effects of the training on the trainee, the job and the organization. This type of evaluation uses the training objectives as the standards. This type of evaluation can also be used to improve the training process. By itself, outcome evaluation cannot provide enough information for program improvement, however, when you use both process and outcome evaluation they serve as a powerful tool. 6. The Sales Manager is in your office to discuss training his staff but he is very skeptical Explain the benefits of training to him. Improved Quality of Work Improved capacity to deal with change in the workplace Improved capacity to use new technology in the workplace Increased outputs of products and services Reduced time per task Reduced error rate Better health and safety record Reduced waste in the production of goods and services Increased customer retention Increased employee retention

7. Explain the difference between Knowledge, Skills, Attitude and Competencies.Knowledge is an organized body of facts, principles, procedures and information that has been acquired over the years. Skills are the capacities needed to perform a set of tasks that are developed as a result of training and experience. Attitudes are the employee beliefs and opinions that support or inhibit behavior. Competencies are the integrated sets of knowledge, skills and attitudes that are required for a person to be successful in performing a group of related tasks (ie. his or her job)Chapter 31. What is the purpose of a TNA? Is it always necessary? Explain 5 sources for locating performance gaps?A training needs analysis is a systematic process for determining the cause of a performance gap. A TNA is important because it helps determine whether training can correct the performance problem and help close the performance gap identified. A thorough TNA accomplishes the following: 1. Increases the chances that the time and money spent on training is spent wisely,2. Determines the benchmark for evaluation of training3. Increases the motivation of participants, and4. Aligns training activities with the companys strategic plan TNAs are not necessary in cases where it is prudent to train all employees on things such as policies and legal requirements ie. Sexual harassment.Five sources for locating performance gaps are:1. Organizational goals. This data source suggests where training emphasis should be placed. Company objectives and budgets provide information on both standards and direction.2. Labour inventory. This source helps HRD identify where training is needed because of retirement, turnover, age, etc.3. Organizational climate indicators (such as: labour - management data, strikes, lock-outs, etc.; grievances; employee turnover; absenteeism; suggestions; productivity; accidents; short-term illness; attitude surveys). These quality of working life indicators at the organization level provide indicators of organizational performance gaps. Indicators relating to work participation or productivity are useful in discrepancy analysis and in helping management set a value to the behaviors it wishes to improve through training.4. Analyses of efficiency indexes (ie. Costs of labour, quality of product, waste)5. Changes in system or subsystem. New or changed equipment may indicate that training is needed.

2. What is the difference between proactive and reactive TNA? When is proactive better?A proactive TNA focuses on anticipated or probable performance problems in the future. The human resource department is highly involved in this stage in the development of strategic planning (SWOT analysis).In reactive TNA, the performance discrepancies are already present thus already identified by a trigged analysis. Once the problem is isolated, the company has to determine whether it is worth fixing or determine the training needs to help bring the performance for the company up to the desired levels.Proactive is always better, since to makes you think about potential problems, you have to anticipate an unknown event and be prepared.

3. Explain five sources of data for person analysis and their training need implications.Data Sources for Person Analysis (Page 94)

Sources for Obtaining DataTraining Need Implications

1. Supervisor Performance AppraisalsUse if done specifically for TNA, the proper questions would have to be asked.

2. Observation Work SamplingMore subjective technique but provides both employee behavior and result of the behaviors. This is useful in customer service positions.

3. Interviews/QuestionnairesIndividual knows the task at hand and what areas of training are required. This maybe a motivation technique if presented in the correct way. Only works if the employee is honest.

4. Attitude SurveysUseful to determine morale, motivation, and satisfaction of employees, however bench mark levels and scales have to be clearly defined.

5. CoachingLike the interview, however the employee must be carefully in the selection of the coach so that the employee is training in the correct way.

4. What are competencies and why are they popular in training departments? How are competency models related to job analysis? A competency is a set of knowledge, skills, and attitudes that enable a person to be successful at a number of similar tasks. They are popular in training departments because KSA helps identify high performers from average performers. Competency models are related to job analysis by exhibiting the following characteristics: They are more general in nature. They show a longer-term fit. They include knowledge, skills, feelings, and motivation. They tie into corporate goals.5. To obtain person analysis data, why not just use the performance appraisal completed by the supervisor? How can you obtain the best information possible if performance appraisal data must be used? How do self-ratings fit into this approach?

To obtain person analysis data, it wouldnt be a accurate to use the performance appraisal completed be the supervisor because these ratings suffer from lack of reliability and validity for a number of reasons:

Lack of supervisor training on how to use appraisals Lack of opportunity for the supervisor to see substantial amounts of a subordinates performance Rater errors such as bias and halo and leniency effects, among others Poorly develop appraisals and appraisal processes

To obtain the best information possible if performance appraisal data must be use is when appraisal instruments are develop properly and process of completing them followed conscientiously, performance appraisal can be valuable. Some things that can be done to minimize problems with supervisor ratings are:

Have the appraisal system relevant to the job, to be acceptable to both the employee and supervisor Be sure the supervisor has access to relevant information to make accurate appraisals Provide incentives for supervisors to complete accurate ratings, such as use the performance appraisal for TNA only.

Self-ratings fits into this approach by determining a employee needs, evidence also show that the inflated ratings are a function of the rating instruments rather than the person attempting to sound better. Also when self-raters understand the performance system, they are more likely to agree with supervisor ratings.

6. Analyze the job of student. What are the duties and tasks required? From these tasks, list the KSAs that students need. Are you deficient in any of these KSAs? Now identify and list the workshops offered to students to help them be successful. Are these relevant to the KSAs you identified? What additional programs would you recommend be offered? The duties and tasks required of a student are, to attend class and complete all homework, assignments and test by due date, to be attentive and respectful of others and to gain knowledge in a specific field. Things that a student needs to know are their class schedule, their rights and responsibilities, their instructors and their required text books. Skills that a student requires would be, organization skills, listening skills, reading and writing skills, problem solving skills, professionalism, and time management skills. Lastly, attitudes that a student needs are, a respectful attitude, friendly and an overall positive attitude, as well as a motivational attitude. Workshops that are offered to assists students to be successful are disability services, student development services, library services, and student success centers. These are relevant to the KSAs identified because they all specialize in different areas with qualified individuals to assists students in their troubled area. For example, if a student had trouble with math, they could go to the student success center to apply for a tutor. As listed above, if a student also needs assistance in their personal life, there are guidance counselors on the campus that can assist the student. As well, the student services has information on other services that can be provided if need be. Additional programs that I would recommend are on-line services. Students completing a course on-line are almost left in the dark. 7. Define criterion relevancy, criterion deficiency and criterion contamination. How do they affect criteria development for training?Criterion Relevancy: the portion of the ultimate criterion that we are able to measure with our actual criterion. Criterion Deficiency: the portion of the ultimate criterion that is not measured by the actual criterion. Criterion Contamination: the portion on the actual criterion that is not related to the ultimate criterion (true performance). Criterion relevancy affects the criteria development for training by it represents the validity of the actual criterion. Given that we can never measure the ultimate criterion, an empirical measure of this validity (a correlation between the ultimate criterion and actual criterion) is not possible. This problem illustrates the need for logical and rational analysis in developing the actual criterion to obtain the best approximation of the ultimate criterion. Criterion deficiency is the part of the ultimate criterion that we miss when we use the actual criterion, or the degree to which we are not measuring important aspects of performance. The factors that make up a trainees ability to produce parts with a tolerance of a few thousandths of a centimeter are more complex than simply being able to do it under ideal testing conditions. Criterion Contamination; there are 2 main categories of contamination. They are error and bias. Error is random variation. It is, by definition, not correlated with anything, and therefore, not as great a concern as in bias. Error lowers validity but does not cause misrepresentation of the trained evaluators, poorly developed instruments, or other factors could also cause high error content. When the contamination is bias rather than error, it means you are measuring something rather than what you want to measure. A large amount of contamination will lead to erroneous conclusions about the object you are measuring. Four sources of such bias are opportunity bias, group characteristic bias, bias in ratings, and knowledge of predictor bias. When certain individuals have some advantages that provides them with a higher level of performance, irrespective of their own skill level, opportunity bias occurs. If something about the group creates higher (or lower) performance, irrespective of an individuals capability, that is called group characteristic bias. Bias in performance ratings is that portion of the actual criterion not correlated with the ultimate criterion but correlated with variables used by raters in their subjective judgments. (All examples of bias are on page 91)

8. Explain the difference between operational analysis, organizational analysis and person analysis. Give examples of each. An organizational analysis focuses on the strategies of the organization, the resources in the organization, the allocation of these resources, and the total internal environment. It should be able to provide information about the following:1. The mission and strategies of an organization,2. The resources and allocation of the resources, given the objectives,3. The factors in the internal environment that may be causing the problem, and4. The impact of the preceding factors on developing, providing, and transferring the KSAs to the job if training is the chosen solution to the performance gap.When a performance gap is identified, an operational analysis is conducted in conjunction with the organizational analysis in order to fully understand the nature of the performance gap. The operational analysis determines exactly what is required of employees in order for them to be effective. The competencies and KSAs necessary to reach or exceed expected performance are determined. Data sources for operational analyses include: job descriptions, job specifications, performance standards, and job holders and their supervisors.Conducting a person analysis will identify those incumbents not meeting the performance requirements and will help determine why. Each employee is examined to determine who does not have the necessary KSAs to meet performance expectations. Some data sources for person analysis include: supervisor performance appraisals, performance data (productivity, absenteeism and tardiness, accidents, grievances, waste, product quality, downtime, customer complaints), observation work sampling, interviews/questionnaires, proficiency tests .(on job knowledge, skills, achievement), attitude surveys, devised situations (role-play, case study, business games, in basket), assessment centres, coaching, and MBO or work planningChapter 41. Explain five of the organizational/environmental constraints to training that are identified in the text and provide suggestions on how to handle each. Refer to Table 4.1 for a complete list of constraints and suggestions for how to handle each constraint. ConstraintSuggestion for How to Handle

Few trainees available at any one timeUse programmed instruction.

Trainees vary in amount of experienceConsider modularization.

Long lag between end of training and use of skill on the jobDistribute practice through the lag.Provide refresher material or models for the employees to follow.

Short lead timeUse external consultant or packaged training

Bias against a type of training (e.g., role-play)Develop proof of effectiveness into the training package. Use another method.

2. What is a learning objective? Explain its three components. Why are learning objectives important in training? Learning Objectives describe the knowledge, skills, and attitudes that trainees are expected to acquire throughout the training program and the ways that learning will be demonstrated. Learning objectives three components are: Desired outcome What the trainee will be able to do after completing the training. Conditions The tools, time and situation under which the trainee is expected to perform the behaviour will occur. Standards The level of acceptable performance or the standard against which performance will be judged. Learning objectives are important from the trainee, designer of training, trainer and evaluator of training perspectives. The trainee benefits from learning objectives by reducing anxiety related to the unknown. It helps focus the trainee attention, and increase the likelihood that the trainees will be successful in their training. The designer of the training helps guide the designer or the purchase of a training package. With clear objectives the trainer can facilitate the learning process more effectively. Learning objectives help define the behaviours expected at the end of training, which helps make evaluating the training much easier.

3. Discuss the four stages in the process of retaining information taught. The four stages in the process of retaining information taught are:1. Activation of Memory Activation of memory is an important process that allows an individual to relate previous training to the current knew training. This allows the trainee to be able to apply their previous knowledge and build upon it. 2. Symbolic coding - is the translation of information into symbols that mean something g to an individual. 3. Cognitive organization Organizing these symbols into an existing cognitive structure, by associating with previously stored information. 4. Symbolic rehearsal and cues for retrieval visualization or imaging how the knowledge or skill will be used.

4. How does knowledge of classical and operant conditioning assist you in designing effective training? Classical Conditioning- is a behaviour or emotion that takes place without awarenessOperant Conditioning is if a particular behaviour is immediately followed by a reward the behaviour is likely to be repeated.Having knowledge of these to conditioning can assist in designing effective training by helping create a comfortable atmosphere for the trainees, which help then focus more on the training. Also by knowing what trainees see as rewards and punishment and using those in the training well help trainees participant in the training activities, and succeed in the training.

5. If a particular task were critical to saving a life (police officer shooting his gun, pilot responding to an emergency), what factors would you build into the design of training to ensure that the behaviour was both learned and transferred to the workplace? When we build the design of training the outcome desired is a higher level of performance on the job, Positive Transfer. By including the three following factors in the design will ensure that the behaviour desired will be learned and transferred to the workplace.

1. Space Practice- Training is done with rest periods specifically designed into the program.

2. Part Learning- The task to be trained is broken down in two parts that are learned separately before being put together and learned.

It is very important that the experience gained in training matches that of the actual job. 3. Knowledge of Results- Providing trainees with knowledge of how they are doing.

When these factors are included the best possible outcomes will be demonstrated at the workplace.6. Suppose you are designing a training program for a group of forty employees. These employees come from a wide range of ethnic and cultural backgrounds and have different educational and experience backgrounds relative to the content area of the training. What training design features would you use to address these constraints? Canada has a very diverse workforce that is continuously growing. This means that there are many different individuals that require different training. Everyone is different, many of us come from different backgrounds, cultures and are provided with different types of educations, this means that we all learn differently. There are two different ways to accommodate personal learning differences. To identify these constraints, either of these two methods may be used.

1. All employees can receive the same training, but the training needs to be designed to accommodate all learning style preferences. To address these constraints in this area, the training design would have to include different methods of instruction.

2. The other option is to create separate training programs designed around the learning preferences of each group.

Chapter 51. Supervisors often resist taking on the role of coach. What can organizations do to encourage supervisors to be effective coaches? If supervisors resist taking the role of a coach, organizations can encourage them by allowing them to realize that coaching can be used as a motivational tool for those employees performing adequately. They can be the supportive person for their subordinates and help them develop into a more skilled employee. It gives the supervisor a chance to practice their listening skills, questioning techniques and the ability to provide feedback.2. Youve just hired a new trainer. His typical way of present is through lectures but you prefer other methods. Explain five typical presentation errors and ways to avoid them. (I picked 5 at random there are more if you choose to look at them)1. Speaking in a monotone: You can listen to TV and radio commentators to pay attention to how they change their tone. Practice fluctuating the tone and pitch of your voice on tape. Also use pauses in your lectures. 2. Making distracting gestures: Videotape yourself to observe your own gestures. If they are distracting to you then the trainees probably feel the same way. Find a happy medium between gesturing and being stiff.3. Talking with back to trainees while writing on the board or flip chart: Dont talk and write the same time. Prepare flip charts ahead of time. If possible use overheard transparencies. 4. Using highly technical words, unfamiliar jargon or complex sentences: If these words have to be used, provide definitions. Simplify language so meanings are clear. Pilot test your lecture to a similar audience.5. Reading rather than lecturing: Prepare an outline of points to be covered rather than a word for word script. Be familiar with your points so you can talk about it without referencing your notes.3. The book discusses different types of questions to be used in a lecture. Discuss five of them. 1. Closed ended question: A question that asks for a specific answer (ex: What is the next step?)2. Open ended question: A question that seeks an opinion and has no right or wrong answer (ex: How would you approach this issue?)3. Overhead question: A question directed at the whole group rather than at one person in particular. They are non threatening because they do not require any particular person to respond. Some trainers get nervous if their question is not answered within 10 or so seconds but it helps the trainees pay more attention to the material. 4. Direct question: A question asked of a particular trainee. It is used to draw out non participators and obtain different points of view. 5. Relay question: A question from a trainee that the trainer redirects back to the trainee group. (Ex: Trainee how would this concept work in a unionized shop? Trainer An interesting issue. Does anyone have any ideas?)6. Reverse Question: A question that the trainer redirects back to the trainee who asked it. (Ex: See question above. Trainer Interesting question Bill. Your area is unionized; how do you think it would work there?)4. Discuss the different types of lectures and the differences between them. One type of lecture is a straight lecture which is a presentation of information that the trainee attempts to absorb. This typically thought of in terms of a lecturer speaking to a group of trainees about a topic. It will be well organized and begins with an introduction that lays out the purpose of the lecture and the topics that will be covered. Rules should be laid out. The topic content of the lecture follows the introduction. This should be logically sequenced. The lecture would conclude with a summary. Another type is a lecturette has the same characteristics as the lecture but usually lasts less than 20 minutes. Another type is the lecture / discussion method. This is a lecturette that provides trainees with information that is supported, reinforced, and expanded on through interactions both among the trainees and between the trainees and the trainer. The added communication has much greater power than the lecture. It is a two way flow of communication. In this case both the trainer and the trainees can ask questions. Another type is the demonstration which is a visual display of how to do something or how something works. This should be integrated with the lecture / discussion method. The trainees should be told what the trainer is doing so they will have a better understanding of what is happening. Each part of the demonstration should also be explained. Trainees should also be given the opportunity to do the task and describe what he or she is doing and why. 5. Define coaching and explain its relationship with the term mentoring.Coaching is the process of providing one-on-one guidance and instruction to improve knowledge, skills and work performance.Mentoring is considered to be a form of coaching in which an ongoing relationship is developed between a senior and junior employee. Coaching focuses on the technical aspects of the job, mentoring focuses more on the employees fit within the organization.Coaching emphasizes skill development and mentoring emphasizes attitude development.

6. Define a role-play and in doing so, be sure to identify and explain the five different types of role-play. Include in your discuss how to use role-playing effectively. Role-play is an enactment (or simulation) of a scenario in which each participant is given a part to act out. Five Types of Role-play

1.Structured Role-play:A role-play that provides trainees with more detail about the situation as well as more detailed descriptions of each characters attitudes, needs, opinions and so on.

2.Spontaneous Role-play:Loosely constructed role-plays in which one of the participants plays him-self while the other(s) play people with whom the first trainee interacted in the past, or will in the future.

3.Single Role-play:One group of trainees role-plays for the rest, providing a visual demonstration of some learning point.

4.Multiple Role-play:The same as a single role-play except that all trainees are in groups, with each group acting out the role-play simultaneously.

5.Role Rotation:Similar to a single role-play, but after the characters interact for a period of time, the trainer will stop the role-play and discuss what happened so far, as well as what can be learned from it, them continue with other trainees.

How to use role playing effectively1. Feed back is an important component in role playAvoid the following1. Unrealistic or trivial scripts2. Confusion that results from incomplete or too much misleading information3. Confusion that how to behave in a role play because interrelationships are too complex

7. Briefly explain the basic lecture/discussion components and their effects on learning. Lecture/Discussion ComponentsLearning Process Affected

1.OrientationPresenting information so that trainees understand the direction the lecture is headed and the organization for getting there.

Attention

2.EnthusiasmPresenting information in a manner that conveys the topics importance and inherent value.

Attention

3.VarietyUsing voice, gestures, various components listed in this table, and audiovisual aids. For printed lectures this component in minimized.

AttentionRetention: Symbolic coding

4.Logical organizationPresenting information in a logical order and providing logical transitions between topic areas.

Retention: Cognitive Organization

5.ExplanationsDescribing facts, concepts and principles in a clear and easily understood manner.

Retention: Symbolic coding Cognitive Organization

6.DirectionsProviding instructions in a manner that allows trainees to understand what they are to do and how to do it.

Retention: Cognitive Organization Symbolic rehearsal

7.IllustrationsProviding clear, interesting and relevant examples of how information can or has been applied both correctly and incorrectly.

AttentionRetention: Cognitive Organization

8.Compare and ContrastArticulation the similarities and difference, advantages and disadvantages of relevant topic areas.

AttentionRetention: All areas

9.Questions and DiscussionSeeking information from the trainees regarding their comprehension and their content related ideas, and stimulating the trainees thought processes (Socratic questioning). This component is not possible in printed lectures.

AttentionRetention: All areas

10.SummarizeHighlighting important concepts covered in a manner that links the topics/ideas together. Retention: Cognitive Organization

8. Explain in detail five different types of traditional training methods. Include how to use each one effectively. Five different types of traditional training methods are1. Lecture/Discussion methodA lecturette that provide trainees with information that is supported, reinforced and expanded on through interactions both among the trainees and between the trainees and the trainer.

How to use lectures effectively Pg1612. DemonstrationsA visual display of how to do something or how something worksHow to use demonstrations effectivelyTell the trainees what you will be doingDescribe what are you doing while doing itExplain why each part of the task is performed in the way immediately after you demonstrate a part of the task

3. CoachingCoaching is the process of providing one-on-one guidance and instructions to improve knowledge, skills and performance.How to use coaching effectivelyFor coaching to be effective, a needs assessment should be conducted. Skills require to be an effective coach are similar to those of a effective trainer. Good questioning techniques, active listening skills and good feedback skills are necessary for coaching.4. MentoringMentoring is considered to be a form of coaching in which an ongoing relationship is developed between a senior and junior employee.

How to use mentoring effectively Top management support Integration into the career development process Voluntary involvement Assignments of mentees to mentors Relatively short phases to the program An established orientation Monitoring of the process

5. Use of static mediaPresentations of fixed text or images such as printed matter, overhead transparencies, pictures/slides, and computer generated projections.Effective use of static visuals Present one idea or concept Print in large letters Limit to 6 or 7 lines with 6 to 8 words per line Use color for impact Turn off the projector when not in use Place the pointer on overhead instead of pointing at the screen When a visual aid is no longer discussed remove it9. Discuss five things you should consider when implementing Modeling Behaviour.1. Use care in selecting the trainer/program administrator who will set up and conduct the session. This person must be skilled and experienced with this technique.2. Consider carefully whether this technique will meet your needs within your constraints of time and money. Unless you can accomplish the following, you probably should not use this technique: a) identify specific skills deficiencies, b) present a positive model of the appropriate behaviour, c) provide the time for each trainee to practice the behaviour under the watchful eye of the trainer, and d) arrange for reinforcement from the manager of each trainee back on the job.3. Identify real skills deficiencies in advance of training and involve the potential trainees and their bosses in this process. This activity will gain the key peoples attention and their ownership of the objectives of the training session. 4. Break the skills into small behaviours. Build a module around each small behaviour and progress on step at a time, starting with a simple behavioural element, in order to gain confidence.5. Do not emphasize more than seven learning points during any one training module.10. You have made an agreement with a local college to accept students for on-the-job training but you want to make sure that it is a good experience for both the student and your organization. Discuss the steps needed for better OJT.The steps needed for on the job training are:1. The trainee observes a more experienced and skilled employee (the trainer) performing job-related tasks.2. The procedures and techniques used are discussed before, during, and after the trainer has demonstrated how the job tasks are performed3. The trainee begins performing the job tasks when the trainer determines that the trainee is ready;4. The trainer provides continuing guidance and feedback; and5. The trainer is gradually given more and more of the job to perform until he can adequately perform the entire job on his own.11. Most presentations these days include the use of audiovisuals. Discuss the strengths and limitations of audiovisuals in training. There are two types of audiovisuals. Static audiovisuals and dynamic audiovisuals. Both types have their advantages and disadvantages and it is up to the trainer to decide which is more appropriate for the type of training they wish to conduct. Static audiovisuals are not recommended to be used as a single training tool during training. The only scenario this method should be used alone in would be when the trainees are using books or pamphlets to teach themselves or reviewing material at home. An advantage of using static audiovisuals is the cost; the development cost can remain relatively low as well as the choice of implantation (overhead projectors vs slide projectors). Another advantage is that the visuals are reusable, meaning that they can be shown at different sessions or for an employees personal review. Computer generated overheads or slides may be used during presentations however, if changes need to be made, slides would have to be redone and changes can easily be made to a computer generated overheads. Computer generated overheads are easier for the trainer to use because they can control when and what material is displayed. They can also highlight areas of the presentation. These presentations are easy to transport where need be do the being on a floppy disk. The disadvantage that comes with this is computer glitches. Computers always seem not to function properly when they are needed. Dynamic audiovisuals can be very expensive for a company as they are professional made videos. They only way it seems worth the cost to have a video produced is if the trainee populations is large. This way the videos can be reused or transported where necessary. These videos save money for companies when they eliminate having to pay for employees to travel to the training seminar. Trainees or employees who need to be refreshed can use the video(s) on their own time. As opposed to producing a video, companies can buy commercially made videos to instruct trainees. A disadvantage with buying or renting commercially made videos is that the information can be created to be relatively general to address a larger audience. It takes a lot of work from the trainer to find the most appropriate video. These videos are great because staff can use them at their own convenience, however trainers need to be sure that they information is being properly transferred because employees can easily get distracted if watching a video at home. The employee also has the advantage of fast forwarding parts of the video they find boring or do not understand well.