MANA 444: post mid study exam
questions and answers 2024
Potential solutions to performance gaps - - do employees have adequate resources?
- are goals clear?
- is outcome of employees performance visible and known to employee?
IF NO, FIX.
- is person punished for desirable behaviour?
IF YES, FIX.
- is undesirable behaviour rewarded?
IF YES, FIX.
- are there positive consequences for performing as desired?
IF NO, FIX
- clarify goals
- simplify tasks
- transfer employee to better fit job
- lower expectations....
ETC
Designing the training program (STEPS) - 1. determine training content
2. choose methods
3. incorporate active practice
4. consider active learning
training objectives - statement of what employees should be able to do after the training
program
roles of key people during the training - trainee: focuses on specific GOALS and assists
in cognitive organization and reduces anxiety (for job)
trainer: helps define standards, evaluates progress, helps choose training methods and
develop content
manager: communicates whats expected to be learned
types of training objectives - - organizational objectives: describe impact training will
have on organizational/operational outcomes
- transfer of training objectives: describe impact training will have on trainees behaviour
, - learning objectives: describe what will signify that desired learning has occurred
- trainee reaction objectives: describe the desired reactions to training and how/when
they will be measured
4 key elements of desired outcome - 1. who is to perform desired behaviour?
2. what is the actual behaviour used to demonstrate mastery of content?
3. when and where is the behaviour to be demonstrated/ evaluated?
4. what is the standard by which behaviour
will be judged?
final objective: 3 components - 1. perfromance: what trainee will be able to do after the
training
2. condition: tools, time and situation under which trainee is expected to perform
behaviour
3. criterion: level of acceptable performance, standard or criteria against which they will
be judged
purchase decision factors - - cost/benefit analysis
- time to design
- time to implement
- # of employees who need training
- expertise
- extent to which future employees will need training
design matrix - (FLOW IN ORDER):
Organizational contraints >
training objectives >
training design:
- focus on trainees
- conditions of practices
- facilitating transfer
instructional strategy template - -name of program:
-location:
-classroom configuration:
-target population:
-overall training objective/purpose:
-trainer:
-topic, objectives, learning points, methods, assessment, time, material (FLOW
BELOW):
questions and answers 2024
Potential solutions to performance gaps - - do employees have adequate resources?
- are goals clear?
- is outcome of employees performance visible and known to employee?
IF NO, FIX.
- is person punished for desirable behaviour?
IF YES, FIX.
- is undesirable behaviour rewarded?
IF YES, FIX.
- are there positive consequences for performing as desired?
IF NO, FIX
- clarify goals
- simplify tasks
- transfer employee to better fit job
- lower expectations....
ETC
Designing the training program (STEPS) - 1. determine training content
2. choose methods
3. incorporate active practice
4. consider active learning
training objectives - statement of what employees should be able to do after the training
program
roles of key people during the training - trainee: focuses on specific GOALS and assists
in cognitive organization and reduces anxiety (for job)
trainer: helps define standards, evaluates progress, helps choose training methods and
develop content
manager: communicates whats expected to be learned
types of training objectives - - organizational objectives: describe impact training will
have on organizational/operational outcomes
- transfer of training objectives: describe impact training will have on trainees behaviour
, - learning objectives: describe what will signify that desired learning has occurred
- trainee reaction objectives: describe the desired reactions to training and how/when
they will be measured
4 key elements of desired outcome - 1. who is to perform desired behaviour?
2. what is the actual behaviour used to demonstrate mastery of content?
3. when and where is the behaviour to be demonstrated/ evaluated?
4. what is the standard by which behaviour
will be judged?
final objective: 3 components - 1. perfromance: what trainee will be able to do after the
training
2. condition: tools, time and situation under which trainee is expected to perform
behaviour
3. criterion: level of acceptable performance, standard or criteria against which they will
be judged
purchase decision factors - - cost/benefit analysis
- time to design
- time to implement
- # of employees who need training
- expertise
- extent to which future employees will need training
design matrix - (FLOW IN ORDER):
Organizational contraints >
training objectives >
training design:
- focus on trainees
- conditions of practices
- facilitating transfer
instructional strategy template - -name of program:
-location:
-classroom configuration:
-target population:
-overall training objective/purpose:
-trainer:
-topic, objectives, learning points, methods, assessment, time, material (FLOW
BELOW):
