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ADMS 3410 (10)
Ron Ophir (1)
Midterm

Midterm Review

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Department
Administrative Studies
Course
ADMS 3410
Professor
Ron Ophir
Semester
Summer

Description
Chapter 1 Performance Mgmt- establish expectations, design programs improve performance & monitor success Training- acquisition of knowledge, skills, abilities (KSA) to improve performance Development- KSA to perform future job & long-term achievement of goals & company objectives HR Development- provide employees to learn by T&D, organization development, career develop Benefits of T&D- organization strategy, increase effectiveness and improve recruitment/retention Intrinsic Benefit- acquire new KSA enable to perform job better (confidence, self-esteem, satisfaction) Extrinsic Benefit- increase KSA will have higher earnings, performance, job security T&D Process Environmental- laws, demographics, labour market Global Competition- new skills, cross culture training Technology- competitive advantage for training with new technology Change- training programs to adapt in changes to survive and be competitive Organizational- goals, values, strategy, culture Strategic HRM (SHRM)- HR practices w/ business strategy Strategic Model of T&D 1) Business Strategy- low cost, market niche, differentiated, quality or customer service (HR must support strategy to achieve company goals) 2) HRM Strategy- recruitment stage of deciding whether to hire people w/ less skills or higher skills, basic english, skill trade workers or white collar workers (reach customer goal) 3) Learning/Training Strategy- should training be e-learning, face to face, mentoring or class room l 4) T&D Programs- design programs to implement the strategy HR System- plan, job analysis, compensation, recruitment T&D Instructional System Design (ISD)- T&D process of needs analysis, training design/delivery, evaluation 1- Needs Analysis- determine problem & need for training 1)Organization- where training needed 2)Task- what training required 3)Person- who needs training 2- Training Design/Delivery- training objective, content, methods 3- Training Evaluation- evaluate criteria & design “ADDIE”- analyze, design, development, implement, evaluate Chapter 2 Organization Learning- share knowledge within organization, continuous learning from each other, adapt & change to achieve objectives 5-Disciplines 1) Personal Mastery- individual beliefs, values build on personal vision, open to others 2) Building Share Vision- vision for future, everyone committed 3) Mental Models- assumptions people have about themselves & the world 4) Team Learning- teams learn from your values, beliefs & try to adapt to learn together 5) System Thinking- view organization as whole, HR system process Learning Principles- everyone can learn, learn from each other, learning part of change process, learning is an investment, formal or informal Explicit Knowledge- can buy or trade (patents) written into procedures (20% corporate explicit) Tacit Knowledge- wisdom from experience, intuition, judgment (80% corporate knowledge) Intellectual Capital- organization knowledge, experience, innovation 1) Human Capital- learn, reason, analyze, interpersonal skills to communicate 2) Renewal Capital- intellectual property (any property/knowledge develop is own by company) 3) Structural Capital- formal/informal relationship allows employees to communicate, solve problems 4) Relationship Customer Capital- w/suppliers & customers Knowledge Acquisition 1) Environmental Scanning- acquire/share info & knowledge Internal- individual, teams, departments to see what training is needed External- info sources from other organizations or customers 2) Formal Learning- activity planned w/explicit goals (30% employees learn- classroom/e-learn) -organization control/structured, delay time of learning, specific outcomes 3) Informal Learning- immediate learning (70% learn while working, problem solving, observing) - learner control, unstructured, no specific outcomes Chapter 3 3-Stages of Learning (ACT Theory) 1) Declarative Knowledge- learning: knowledge/facts performance: resource dependent (requires attention) ex. learning to drive car first time requires attention/cognitive 2) Knowledge Compilation- learning: integrating task (transfer knowledge from 1 stage) performance: fragmented/pieces ex. smooth sequence when go into car, know what to do (seat belt/lights) 3) Procedural Knowledge- learning: task mastery (learner mastered task w/ little thought to perform) performance: automatic Learning Outcomes (Gagne/Kraiger) 1) Verbal Information- facts/knowledge (declarative knowledge) 2) Intellectual Skills- concepts, rules, beliefs, decision-making (procedural knowledge) 3) Cognitive Strategy- how/when to use knowledge &thinking capabilities 4) Motor Skills- physical movement/skilled based (hands on skills- hands, fingers, eyes) 5) Attitudes- internal beliefs, feelings, behaviour attitude, motivation to learn Learning Styles (kolb)- gather info to process & evaluate it during learning process Converging- abstract & active (thinking & doing) problem solving Diverging- concrete & reflective (feeling & watching) Assimilating- abstract & reflective (thinking & watching) logical strategy Accommodating- concrete & active (feeling & doing) hands on Conditional Process (Skinner)- learning by reward or punishment ex. bird in box—pecks button for food or gets shocked 1) Stimulus- events in environment attract our attention (ex. pick where to sit in class) 2) Behaviour- response (ex. sit beside friend that previously worked together & got an A) 3) Consequence- positive/negative reinforcement, punishment/no punishment (ex. sit beside friend will be positive reinforcement w/better learning experience) Shaping- reinforcement of each step until mastered by shaping behaviour (reward trainee) Chaining- reinforcement of entire sequence of tasks, after each task is learned Generalization- perform task in different situation, take learning into real life situation Social Cognitive- learn by observing other behaviours 1) Observation- attention, retention of learning, reproduction of what learned, reinforcement 2) Self Efficacy- judgment people have about their ability to perform task (ex. online course taken previously positive experience, know what to expect) 3) Self Regulation- manage behaviour through internal process (observe behaviour & set goals) Adult Learning Theory (ALT) Andragogy- learning differences btwn adult & child learning Pedagogy- learning used to educate children Children- grow up learning what, when & how to learn, such as students Adult- needs to know why their learning, self directed, learn immediately & independently Motivation- persistent effort one directs towards a goal Intrinsic- achievement, challenge Extrinsic- higher pay, more benefits, bonus incentive Needs Hierarchy (Maslow) 1) Physiological- survival for food, water, shelter 2) Safety- security, stability, freedom from anxiety, working conditions 3) Belongingness- social interaction, companionship, friendship 4) Esteem- feelings, appreciation, recognition 5) Self Actualization- ones true potential, personal fulfillment, accomplishment ERG Theory 1- Existence Need- Physiological & Safety 2- Relatedness Need- Belongingness 3- Growth Need- Esteem & Self Actu
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