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by: Ilene Rowe II

TrainingandDevelopment MHR405

Ilene Rowe II
CSU Pomona
GPA 3.64


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Class Notes
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This 7 page Class Notes was uploaded by Ilene Rowe II on Saturday October 3, 2015. The Class Notes belongs to MHR405 at California State Polytechnic University taught by CallieBurnley in Fall. Since its upload, it has received 115 views. For similar materials see /class/218160/mhr405-california-state-polytechnic-university in Business, management at California State Polytechnic University.

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Date Created: 10/03/15
111 VI 1 Cal Poly Pomona COLLEGE OF BUSINESS ADMINISTRATION MANAGEMENT amp HUMAN RESOURCES DEPARTMENT CALLIE BURNLEY MSHR SPHR CCP FALL 2013 Training and Development MHR 405 Exam 1 Review Guide Chapter 1 Human Resource Development AKA Training amp Development a Training and development b Organizational Development c Career Development Progression towards HRD Development a Apprentice training programs b Vocational Education Programs c Factory Schools HRD and Strategic Management a Contribute ideas information and recommendations during strategy formulation that ensure HRD strategy is consistent with corporate strategies b Provide education and training to support corporate strategies training in strategy planning c Ensure all training is linked to goals and strategies of organization Six Challenges for HRD a Competing in a global economy b Eliminating the skills gap c Increasing workforce diversity 1 Meeting need for lifelong learning e Facilitating organizational learning f Addressing ethics TrainingHRD Process slides 5862 a Assessment b Design c Implementation 1 Evaluation ASTD a Competency Model b CPLP Chapter 2 Goals of HRD a To assist employees and organizations in attaining their goals b Ultimate objective is to improve organizational performance c or focus of most HRD interventions is an effort to change employee behavior i task performance ii organizational citizenship behaviors 11 What effects employee behaviors a External forces i Outside the organization 1 State of economy employment rate ii Inside the work environment 1 Leadership 2 Coworkers 3 Outcomes of performance b Internal forces i Motivation 1 Energizing 2 Direction 3 Persistence ii Attitudes iii KSAs III Motivation Theories a Maslow s Hierarchy of Needs i Five levels of needs b Alderfer s ERG Theory c Expectancy Theory i expectancy ii instrumentality iii valence d Goal Setting Theory i speci c ii dif cult iii employee accepted e Social Learning Theory i self ef cacy ii behavior modeling f Equity Theory i 3 assumptions pg 53 g Reinforcement Theory i Behavior modi cation 1 positive reinforcement 2 negative reinforcement 3 extinction 4 punishment Chapter 3 1 Learning a Basic Learning Principles i Contiguity ii Law of Effect iii Practice II Issues in Maximizing Learning a Trainee characteristics i trainabilit ii personalityattitudes b Training desi i Conditions of practice active massed vs spaced time whole vs part size overleamin knowledge of results feedback U39 eENN c Retention i meaningfulness ii degree of original learning iii interference d Transfer of training i identical elements ii supporttraining climate III Individual Differences in the Learning Process a Rate of Progress learning curves b Gagne s 5 Categories of Human Performance see slides IV Training teaching Adults vs Children a Pedagogy i 3 differences between pedagogy and andragogy pg 87 b Andagrogy 1 4 hypotheses concerning differences between adults and children pg 87 V Learning Strategies and Styles a Mode of Learning i 4 Modes of learning b Learning Styles i 4 learning styles c Learning Strategies i 5 learning strategies d Perceptual Preferences 1 7 perceptual preferences e Gagne Nine Instructional Events Chapter 4 I Needs assessment a 4 things needs assessment can indentify bullets top of page 109 b Why Needs Assessment Are Sometimes Not Conducted c What is a quottraining needquot i 3 types of needs II Levels of Needs Analysis a StrategicOrganization i 4 things it should indentify ii Table 42 b Task Analysis i Job analysis ii Table 43 c Person analysis i Table 45 Chapter 5 1 Key activities in design phase a Training program objectives i Three qualities of useful objectives b Selecting vendor Trainer inhouse vs outsourcing i Table ii Subject Matter Expert iii Trainthetrainer c Prepare Lesson Plan i 7 components pg 152 d Select methods examples e Prepare materials examples f Scheduling i duringafter work hours ii registration enrollment Sam ple Questions Multiple Choice The following are factors in the work environment that affect an employee39s behavior EXCEPT a supervision b coworkers c organizational design d outcomes Pg 39 Table 21 ShortAnswer What does ASTD stand for What is ASTD What does CPLP stand for What is CPLP ASTD stands for the American Society for Training and Development An professional organization for training and development professionals established formed to establish standards within field CPLP stands for Certi ed Professional in Learning and Performance A certification based on the competencies in the ASTD Learning Competency Model which requires passing of a multiple choice test and the submission ofa work product Pgs 78 20 Exam Format 45 multiple choice questions worth 3 points each 5 short answer questions that come from the content of Chapters 1 2 3 4 and 5 respectively You will choose 4 of the 5 to answer Each short answer question is worth 10 points each 4 111 VI Cal Poly Pomona COLLEGE OF BUSINESS ADMINISTRATION MANAGEMENT amp HUMAN RESOURCES DEPARTMENT CALLIE BURNLEY MSHR SPHR CCP FALL 2013 Training and Development MHR 405 Exam 2 Review Guide Chapter 6 Training Methods and Techniques Table 61 a Know 3 methods know which techniques fall under which method category exclude coaching mentoring and behavioral modeling b Know the de nitions of the methods and techniques Chapter 7 HRD Evaluation a Four steps in the evaluation process from model of HRD process How Evaluating Training Programs Can Help Determine whether a program is accomplishing its objectives Identify the strengths and weaknesses of HRD programs Determine the costbene t ratio of an HRD program Decide who should participate in future HRD programs Identify which participants bene ted the most or least from the program Gather data to assist in marketing future programs g Establish a database to assist management in making decisions rm 99 we Evaluation Framework a Kirkpatrick Model i Reaction ii Learning iii Behavior iV Results Data Collection Methods for HRD Evaluation Table 73 a SelfReport data i Monomethod bias ii Socially desirable responses iii Response shift bias b Problem with reliance on self reported data Research Design a Pretest and posttest b Control group Training Program Costs Table 74 Costbene t analysis Costeffectiveness analysis Return on investment Utility Analysis 99 lt79 Chapter 8 I Organizational socialization a Organizational quotrolequot i Schien39s three dimensions of roles 1 Inclusionary 2 Functional 3 Hierarchical ii Perception of roles 1 Role overload 2 Role con ict 3 Role ambiguity b Stages of socialization 1 Anticipatory socialization 2 Encounter 3 Change and Acquisition c Ways to Socialize 1 Realistic Job Preview 2 Employee Orientation Table 82 Chapter 9 I Skills Gap a Skill gap causes i Skill level achieved by many high school and college graduates ii The growing number of racial minorities and nonEnglishspeaking immigrants in the labor market iii Increased sophistication of jobs II Workplace Competencies Table 9 1 a Basic skills literacy education reading writing and computational i Workforce Investment Act WIA ii WARN b Technical training i Apprenticeship training ii Computer training iii Safety 1 OSHA iv Quality training 1 2 ISO 9000 3 Quality tools and uses c Interpersonal skills training i Sales training ii Customer service training iii Team building iv Communication III Professional Development a Professional Associations b Licenses Certi cation c Continuing Education Chapter 10 I CoachingPerformance Management Process a Coach analysis i Casual Attribution Error ii Fundamental Attribution Error b Coaching discussions Note discussion should result in action which can include trainingretraining employee manager shadowing employee partnering employee with better performing employee etc i Kinlaw Process ii Foumies Process iii Six Skills for Effective FacetoFace Communication Table 103 c Performance Appraisals documentation and associated meeting is part of the performance management process II Roles in Coach a Role of SupervisorManager b Role of HRD Professional IH Coaching to Improve Poor Performance a De ning Poor Performance IV Deviant workplace behavior should be dealt with using discipline commonly progressive discipline not coaching a Production Deviance b Property Deviance c Political Deviance d Personal Aggression V Interpersonal Skills a ExecutiveManagerial Coaching VI Motivational Approaches a Goal Setting b Job redesign c Employee Participation Participative Management VH Effective Performance Management Systems Table 105 Exam Format 45 multiple choice questions worth 3 points each 5 short answer questions that come from the content of Chapters 610 respectively You will choose 3 of the 5 to answer Each short answer question is worth 10 points each


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