HRM: CHAPTER 5
問題一覧
1
is the process where people acquire capabilities to aid in the achievement of organizational goals.
Training
2
is the planned introduction of new employees
to their jobs, co-workers and the organization.
Orientation
3
Skills needed to perform one's job effectively.
Basic Skills
4
The use of technology to share with other
employees.
Advanced Skills
5
The global market is
quality competitive
Understanding of the Customer Needs
6
Integral Instructional Processes
Conducting needs assessment Ensuring employee's readiness for training Creating the learning environment Ensuring transfer of training Selecting training methods Evaluating training programs
7
determine the need for training and specify the training
objectives and the training efforts.
Planners
8
the specific source of
information and operational measures or an organization level needs
analysis, which include the following:
Organizational Analysis
9
- the job description and the job
specifications provide information on the performance expected and
the skills necessary for employees to accomplish the required work.
Task Analysis
10
- The use of performance appraisal
data in making this individual analysis is the most common approach.
A (performance review) reveals the employee's inadequacy to perform
certain types of tasks and this will reveal what necessary training is
needed to correct the weaknesses.
Individual Analysis
11
Itis the employee's belief that he can successfully learn content of the training
Self - Efficacy
12
This refers to the degree of the employee's desire to
learn the cognitive ability, reading and writing skills and other
technology changes necessary in the work environment.
Basic Skills
13
- is the passive receipt of information
that includes the traditional instructions, distance learning and
audiovisual techniques These are ideal for presenting new facts,
information, different philosophies and alternative solutions or
processes.
Presentation Method
14
This refers to the training method that
require on-the job training simulation, business games, case
studies, behavior modeling interactive videos and web-based
training
Hand on Training
15
- It helps trainees share ideas and
experiences build group or team identity, understand the dynamics of interpersonal relationship and get to know their own
strengths and weaknesses and those of their co-workers.
Group Building Method
16
It represent the level of how well the trainees have leamed facts, ideas, concepts, theories and attitudes. Tests on
training materials are commonly used for evaluating learning and
can be given before and after training to compare results.
Learning
17
There must be a change in the work attitude and
behavior of the trainee after the training. Observable behavior
must be measured in terms of work improvement, increased work
output, and work effectiveness. The trainee must be able to
display a better look at the work environment and increased
productivity must be observed. Management should observer
performance as a gauge to effectiveness of training.
Behavior
18
Employer evaluate results by measuring effects of training on the achievement of organizational objectives. Because
results such as productivity, turnover, quality, time, sales volume,
and cost are relatively concrete, comparing records before and
after the training can do the evaluation
Results
19
refers to formal education, job experiences,
relationships, and assessments of personality and abilities that
employees prepare for the future Development can be thought of as
the growing capabilities that go beyond the required by the current
lo
Development
20
- Employees are sent to assessment
centers to take examination covering personality tests,
communication skills, personal inventory assessments,
benchmarking and other examinations. The center is manned by
a group of teams that assesses the individual potential for leadership and other capabilities or qualities that may be used by
the organization in its future operations.
Assessment Centers
21
- Pencil and paper tests have been used
for years to determine employees' development potentials and
needs Intelligence tests, verbal and mechanical reasoning tests
can furish useful information about factors of motivation,
reasoning abilities leadership styles, interpersonal response traits
and job preferences
Psychological Testing
22
-Performance appraisal that measures
the employee’s potential when done properly could be a good
source of development information Observable and measurable
output, attitude and behavior, data on productivity, employee
relations, job knowledge and leadership behavior are important
source of employee information. These are usually available in the
personnel file.
Performance Appraisal
23
- The planned activities that could be
developed within the company or while the employee is at work are
those activities that will hance employees' potential to assume other
jobs that the company needs in its seration.
IN- House or on Company Site
24
- The immediate supervisor coaches he
subordinates employee in performing certain functions that are
necessary for its advancement. It combines observations and
suggestions. This is best when involves good relationships.
Management Coaching
25
- Assigning promising employees
to important committees can give the employees a
broadening exercise and can help them to understand the
personalities, issues and processes governing the
organization
Committee Assignments
26
- this is the process of shifting employees from one job
to another. A substantial managerial time is needed when trainees
change positions. The trainees must be acquainted with different
people and techniques in each new unit.
Job Rotation
27
- This is the assignment of an assistant to
the position who works directly under the manager. He is given the
opportunity to deal with challenging and interesting tasks. Studies
and other tasks are assigned for analysis before they are given to the
head for final implementation
Assistant-to-the Position
28
- refers to adding challenges or new
responsibilities to the employee's current job. This could include such
activities as special projects assignments, switching roles within a
work team or research activities
Job Enlargement
29
- Employees can also develop skills and increase their
knowledge about the company and its operation by interacting with
more experienced organization members. Mentoring helps new
members bring together successful senior employees with less
experienced members
Mentoring
30
- the company sends the employee to formal
seminars workshops and other training programs offered by
training consultants and agencies.
Formal Education
31
- These organizational interventions are usually conducted away from work about three to four days the employees
are organized team and solve common problems related to relationships. The focus is on human relation issues and poor team
work
Team Building
32
- This is a classroom type of training techniques that
provide a medium through the application of management behavior concepts and analysis. Cases are either through the use of multimedia or case problems that are developed similar to those
existing in the work environment Group case analysis and
presentations are made and discussions facilitate the learning
experience.
Case Studies
33
-Roleplaying is a development technique requiring the trainee to assumes a role in a given situation and act the
behavior associated with it. The facilitators provide the script and
the group evaluate the performance. The other participants
provide comments and suggestions after each performance.
Role Playing
34
- These are business games developed by human resource experts that require the participants to analyze a situation
and decide the best course of action based to the given data.
Simulation
HRM: CHAPTER 8
HRM: CHAPTER 8
WENDY FEDELIN · 19問 · 1年前HRM: CHAPTER 8
HRM: CHAPTER 8
19問 • 1年前HRM: CHAPTER 7
HRM: CHAPTER 7
WENDY FEDELIN · 21問 · 1年前HRM: CHAPTER 7
HRM: CHAPTER 7
21問 • 1年前SBA: CHAPTER 8
SBA: CHAPTER 8
WENDY FEDELIN · 5問 · 1年前SBA: CHAPTER 8
SBA: CHAPTER 8
5問 • 1年前SBA: CHAPTER 6
SBA: CHAPTER 6
WENDY FEDELIN · 12問 · 1年前SBA: CHAPTER 6
SBA: CHAPTER 6
12問 • 1年前SBA: CHAPTER 5
SBA: CHAPTER 5
WENDY FEDELIN · 8問 · 1年前SBA: CHAPTER 5
SBA: CHAPTER 5
8問 • 1年前HRM: CHAPTER 3 MIDTERMS
HRM: CHAPTER 3 MIDTERMS
WENDY FEDELIN · 12問 · 1年前HRM: CHAPTER 3 MIDTERMS
HRM: CHAPTER 3 MIDTERMS
12問 • 1年前HRM: CHAPTER 1 MIDTERMS
HRM: CHAPTER 1 MIDTERMS
WENDY FEDELIN · 15問 · 1年前HRM: CHAPTER 1 MIDTERMS
HRM: CHAPTER 1 MIDTERMS
15問 • 1年前HRM: CHAPTER 2 MIDTERMS
HRM: CHAPTER 2 MIDTERMS
WENDY FEDELIN · 30問 · 1年前HRM: CHAPTER 2 MIDTERMS
HRM: CHAPTER 2 MIDTERMS
30問 • 1年前HRM: CHAPTER 4 MIDTERMS
HRM: CHAPTER 4 MIDTERMS
WENDY FEDELIN · 11問 · 1年前HRM: CHAPTER 4 MIDTERMS
HRM: CHAPTER 4 MIDTERMS
11問 • 1年前STS 2
STS 2
WENDY FEDELIN · 20問 · 1年前STS 2
STS 2
20問 • 1年前STS OTHER TERMS
STS OTHER TERMS
WENDY FEDELIN · 25問 · 1年前STS OTHER TERMS
STS OTHER TERMS
25問 • 1年前INTACC
INTACC
WENDY FEDELIN · 25問 · 1年前INTACC
INTACC
25問 • 1年前PURPOSIVE: LESSON 2
PURPOSIVE: LESSON 2
WENDY FEDELIN · 31問 · 1年前PURPOSIVE: LESSON 2
PURPOSIVE: LESSON 2
31問 • 1年前STS: LESSON 1
STS: LESSON 1
WENDY FEDELIN · 16問 · 1年前STS: LESSON 1
STS: LESSON 1
16問 • 1年前STS: LESSON 2 (PART 1)
STS: LESSON 2 (PART 1)
WENDY FEDELIN · 20問 · 1年前STS: LESSON 2 (PART 1)
STS: LESSON 2 (PART 1)
20問 • 1年前STS: LESSON 2 (PART 2)
STS: LESSON 2 (PART 2)
WENDY FEDELIN · 23問 · 1年前STS: LESSON 2 (PART 2)
STS: LESSON 2 (PART 2)
23問 • 1年前STS: LESSON 3
STS: LESSON 3
WENDY FEDELIN · 13問 · 1年前STS: LESSON 3
STS: LESSON 3
13問 • 1年前問題一覧
1
is the process where people acquire capabilities to aid in the achievement of organizational goals.
Training
2
is the planned introduction of new employees
to their jobs, co-workers and the organization.
Orientation
3
Skills needed to perform one's job effectively.
Basic Skills
4
The use of technology to share with other
employees.
Advanced Skills
5
The global market is
quality competitive
Understanding of the Customer Needs
6
Integral Instructional Processes
Conducting needs assessment Ensuring employee's readiness for training Creating the learning environment Ensuring transfer of training Selecting training methods Evaluating training programs
7
determine the need for training and specify the training
objectives and the training efforts.
Planners
8
the specific source of
information and operational measures or an organization level needs
analysis, which include the following:
Organizational Analysis
9
- the job description and the job
specifications provide information on the performance expected and
the skills necessary for employees to accomplish the required work.
Task Analysis
10
- The use of performance appraisal
data in making this individual analysis is the most common approach.
A (performance review) reveals the employee's inadequacy to perform
certain types of tasks and this will reveal what necessary training is
needed to correct the weaknesses.
Individual Analysis
11
Itis the employee's belief that he can successfully learn content of the training
Self - Efficacy
12
This refers to the degree of the employee's desire to
learn the cognitive ability, reading and writing skills and other
technology changes necessary in the work environment.
Basic Skills
13
- is the passive receipt of information
that includes the traditional instructions, distance learning and
audiovisual techniques These are ideal for presenting new facts,
information, different philosophies and alternative solutions or
processes.
Presentation Method
14
This refers to the training method that
require on-the job training simulation, business games, case
studies, behavior modeling interactive videos and web-based
training
Hand on Training
15
- It helps trainees share ideas and
experiences build group or team identity, understand the dynamics of interpersonal relationship and get to know their own
strengths and weaknesses and those of their co-workers.
Group Building Method
16
It represent the level of how well the trainees have leamed facts, ideas, concepts, theories and attitudes. Tests on
training materials are commonly used for evaluating learning and
can be given before and after training to compare results.
Learning
17
There must be a change in the work attitude and
behavior of the trainee after the training. Observable behavior
must be measured in terms of work improvement, increased work
output, and work effectiveness. The trainee must be able to
display a better look at the work environment and increased
productivity must be observed. Management should observer
performance as a gauge to effectiveness of training.
Behavior
18
Employer evaluate results by measuring effects of training on the achievement of organizational objectives. Because
results such as productivity, turnover, quality, time, sales volume,
and cost are relatively concrete, comparing records before and
after the training can do the evaluation
Results
19
refers to formal education, job experiences,
relationships, and assessments of personality and abilities that
employees prepare for the future Development can be thought of as
the growing capabilities that go beyond the required by the current
lo
Development
20
- Employees are sent to assessment
centers to take examination covering personality tests,
communication skills, personal inventory assessments,
benchmarking and other examinations. The center is manned by
a group of teams that assesses the individual potential for leadership and other capabilities or qualities that may be used by
the organization in its future operations.
Assessment Centers
21
- Pencil and paper tests have been used
for years to determine employees' development potentials and
needs Intelligence tests, verbal and mechanical reasoning tests
can furish useful information about factors of motivation,
reasoning abilities leadership styles, interpersonal response traits
and job preferences
Psychological Testing
22
-Performance appraisal that measures
the employee’s potential when done properly could be a good
source of development information Observable and measurable
output, attitude and behavior, data on productivity, employee
relations, job knowledge and leadership behavior are important
source of employee information. These are usually available in the
personnel file.
Performance Appraisal
23
- The planned activities that could be
developed within the company or while the employee is at work are
those activities that will hance employees' potential to assume other
jobs that the company needs in its seration.
IN- House or on Company Site
24
- The immediate supervisor coaches he
subordinates employee in performing certain functions that are
necessary for its advancement. It combines observations and
suggestions. This is best when involves good relationships.
Management Coaching
25
- Assigning promising employees
to important committees can give the employees a
broadening exercise and can help them to understand the
personalities, issues and processes governing the
organization
Committee Assignments
26
- this is the process of shifting employees from one job
to another. A substantial managerial time is needed when trainees
change positions. The trainees must be acquainted with different
people and techniques in each new unit.
Job Rotation
27
- This is the assignment of an assistant to
the position who works directly under the manager. He is given the
opportunity to deal with challenging and interesting tasks. Studies
and other tasks are assigned for analysis before they are given to the
head for final implementation
Assistant-to-the Position
28
- refers to adding challenges or new
responsibilities to the employee's current job. This could include such
activities as special projects assignments, switching roles within a
work team or research activities
Job Enlargement
29
- Employees can also develop skills and increase their
knowledge about the company and its operation by interacting with
more experienced organization members. Mentoring helps new
members bring together successful senior employees with less
experienced members
Mentoring
30
- the company sends the employee to formal
seminars workshops and other training programs offered by
training consultants and agencies.
Formal Education
31
- These organizational interventions are usually conducted away from work about three to four days the employees
are organized team and solve common problems related to relationships. The focus is on human relation issues and poor team
work
Team Building
32
- This is a classroom type of training techniques that
provide a medium through the application of management behavior concepts and analysis. Cases are either through the use of multimedia or case problems that are developed similar to those
existing in the work environment Group case analysis and
presentations are made and discussions facilitate the learning
experience.
Case Studies
33
-Roleplaying is a development technique requiring the trainee to assumes a role in a given situation and act the
behavior associated with it. The facilitators provide the script and
the group evaluate the performance. The other participants
provide comments and suggestions after each performance.
Role Playing
34
- These are business games developed by human resource experts that require the participants to analyze a situation
and decide the best course of action based to the given data.
Simulation