CIT 100 Flashcards
1. Diversity training
Diversity training refers to educational and skills training programs that promote cultural awareness in the workplace. Diversity training is designed to improve workplace relations among employees and executives of all races, religions, sexes, national origins, age groups, etc.
2. Emotional intelligence (EQ or EI)
Emotional intelligence (EQ or EI) is the awareness of and ability to manage one’s emotions as well as influence the emotions of others. EQ is said to be just as important as IQ is today. See soft skills.
3. Task analysis
Task analysis is the examination of each step involved in completing a task or job, along with a detailed description of the activities performed in each task or job. A task analysis can include elements such as speed, duration, mental activity, environmental factors and more. Task analysis, also referred to as “job task analysis,” is a critical element when conducting a needs assessment.
4. A 360-degree assessment
A 360-degree assessment is a systematic method for obtaining feedback on an individual’s performance from co-workers, bosses, customers, direct reports, etc. This assessment provides a comprehensive view of how others perceive the individual, allowing him or her to work on areas that may need improvement.
5. Workforce development
Workforce development is a broadly used term that refers to the education, training and development of skilled workers. Workforce development can be initiated and supported on an organizational, local, and/or national level to promote and strengthen the skills and knowledge that are essential in creating a competent workforce.
6. unconscious competence
In the Four Stages of Competence Model, unconscious competence is the fourth and final stage, in which the individual has enough experience with the skill that they can perform it easily.
7. job analysis
Determining the fundamental requirements of the jobs at your business can help you hire the right people, establish competitive pay ranges, develop standards to measure employee performance and make sure your business is running as efficiently as possible. This process of defining jobs is commonly known as job analysis.
8. A responsibility assignment matrix (RAM)
A responsibility assignment matrix (RAM) is a project management chart used to identify and define the various people and organizations and outline each of their roles in working on tasks or delivering a part of the project.
9. Self-Assessment
It's always positive for students to be able to identify their own strengths and weaknesses. When possible, self-assessment can lead the student to a better sense of understanding of her own learning. The teacher should ask some guiding questions that can lead to this discovery.
10. Observation
Observing a student in the learning environment is a very powerful assessment method. It can also be the vehicle for the teacher to change or enhance a specific teaching strategy. Observation can be done in a small group setting while the child is engaged in learning tasks.
11. Social norms
Social norms are shared standards of acceptable behaviour by groups.[1][2] Social norms can both be informal understandings that govern the behaviour of members of a society, as well as be codified into rules and laws
12. Attitude
In psychology, attitude is a psychological construct that is a mental and emotional entity that inheres or characterizes a person, their attitude to approach to something, or their personal view on it. Attitude involves their mindset, outlook and feelings.
13. Emotions are mental states
Emotions are mental states brought on by neurophysiological changes, variously associated with thoughts, feelings, behavioural responses, and a degree of pleasure or displeasure.
14. Cognition
Cognition refers to "the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses"
15. Knowledge
Knowledge is often understood as awareness of facts or as practical skills, and may also mean familiarity with objects or situations.
16. Problem solving
Problem solving is the process of achieving a goal by overcoming obstacles, a frequent part of most activities. Problems in need of solutions range from simple personal tasks (e.g., how to turn on an appliance) to complex issues in business and technical fields.
17. g factor (psychometrics)
The g factor (also known as general intelligence, general mental ability or general intelligence factor) is a construct developed in psychometric investigations of cognitive abilities and human intelligence.
18. Cognitive skills
Cognitive skills, also called cognitive functions, cognitive abilities or cognitive capacities, are brain-based skills which are needed in acquisition of knowledge, manipulation of information and reasoning.
19. Perception
Perceptionis the organization, identification, and interpretation of sensory information in order to represent and understand the presented information or environment.
20. The sensory nervous system
The sensory nervous system is a part of the nervous system responsible for processing sensory information.
21. Physical fitness
Physical fitness is a state of health and well-being and, more specifically, the ability to perform aspects of sports, occupations and daily activities.
22. Well-being
Well-being, or wellbeing, also known as wellness, prudential value or quality of life, refers to what is intrinsically valuable relative to someone.
23. Subjective well-being (SWB)
Subjective well-being (SWB) is a self-reported measure of well-being, typically obtained by questionnaire.
24. Personality psychology
Personality psychology is a branch of psychology that examines personality and its variation among individuals. It aims to show how people are individually different due to psychological forces.
25. Personality
"Personality" is a dynamic and organized set of characteristics possessed by an individual that uniquely influences their environment, cognition, emotions, motivations, and behaviours in various situations.
26. Job aids
task procedures, Material Safety Data Sheets (sections on protection information, special precautions, spill/leak, procedures), flowcharts, checklists, diagrams, troubleshooting guides, decision tables
27. Selection and assignment
Selection and assignment refer to considerations and processes used to hire people and assign them specific responsibilities and on-the-job tasks. Improving the hiring process helps ensure the right worker is assigned to the task.
28. Occupational hygiene
Occupational hygiene (United States: industrial hygiene (IH)) is the anticipation, recognition, evaluation, control, and confirmation (ARECC) of protection from risks associated with exposures to hazards in, or arising from, the workplace that may result in injury, illness, impairment, or affect the well-being of workers and members of the community.
29. Gross domestic product (GDP)
Gross domestic product (GDP) is a monetary measure of the market value or the market value of all the final goods and services produced and sold in a specific time period by a country or countries generally "without double counting the intermediate goods and services used up to produce them".
30. Education
Education may be thought of as the presentation of general information that may or may not be used by the learner - Anything that affects our knowledge, skills, and attitudes (SKA's)
31. Training
Training is the development and delivery of information that people will actually use. A specialized form of education that focuses on developing or improving skills - the focus is on performance. All Rights Reserved P2Safety.org
32. General Safety Education
General safety information is communicated to employees. No measurement of Skills, knowledge, attitudes (SKA's) are required.
33. Specific Safety Training
Specific safety information and instruction on performing safe procedures and practices. SKAs are measured/tested. Employees must meet established criteria for SKA's to successfully complete the course.
34. New Employee Orientation.
New Employee Orientation. The format and extent of orientation training will depend on the complexity of hazards and the work practices needed to control them. Orientation will include a combination of initial classroom and follow-up on-the-job (OJT) training
35. On-the-Job Training (OJT)
On-the-Job Training (OJT). OJT training relates principles and theories to work skills that are then taught and applied in the work environment.
36. Needs analysis
Needs analysis will provide information about (1) the learner, and (2) the task that will help us design training that meets specific learner needs.
37. Hazard Communication Program
Hazard Communication Program. When asked, employees demonstrated a lack of
knowledge regarding:
(1) spill/emergency procedures, and
(2) container labelling requirements for the chemicals they were using
38. Lockout/tagout
Lockout/tagout. Maintenance workers were not familiar with the written lockout/tagout procedures for mechanical power presses.
39. Personal protective equipment
Personal protective equipment. Workers were discovered:
(1) wearing defective respirators,
and
(2) improperly storing respirators.
40. A Competent person
A Competent person is someone who has broad knowledge of worksite safety and health issues, is capable of identifying existing and predictable worksite hazards, and has management approval to control the hazards. For instance: Only a competent person can supervise erecting, moving, or dismantling scaffolds at a worksite, for example.
41. A qualified person
A qualified person is someone who, through training and professional experience, has demonstrated the ability to resolve problems relating to a specific task or process. For example, an individual may be qualified to perform electrical circuit tests but not qualified to perform hydraulic pressure tests.
42. A "program"
A "program" contains a written plan, policies, processes, procedures, rules, forms, reports, and possibly other documents.
43. informative and directive
It should inform everyone about the safety training mission, policies, procedures
• It should also clearly state who is responsible for carrying out the mission, policies and
Procedures
44. Natural consequences
Natural consequences occur automatically in response to our behaviours/actions. We are punished or rewarded by something for what we do. If we fall down, two consequences naturally occur; we either get hurt or we don't. In safety natural consequences refer to hurt or health as outcomes
45. System consequences
System consequences are possible organizational responses to our behavior/actions. We are punished or rewarded by someone for what we do. Various consequences may occur; someone may administer discipline, apologizes, etc
46. A Designated person
A Designated person has received extensive training in a particular task and is assigned by the employer to perform that task in specific operations
47. An Authorized person
An Authorized person is permitted by an employer to be in a regulated area or assigned by an employer to perform a specific task or to be in a specific location at a jobsite
48. A certified person
A certified person has successfully completed specialized training and that the training has been certified in writing by a professional organization. For example, OR-OSHA’s safety and health rules allow only trained audiologists, otolaryngologists, or technicians who have been certified by the Council of Accreditation in Occupational Hearing Conservation to perform audiometric tests.
49. Competent
OSHA defines "Competent" as possessing the skills, knowledge, experience, and judgment to perform assigned tasks or activities satisfactorily as determined by the employer.
50. Training and Development
Training and Development - Focus: identifying, assessing and -- through planned learning -- helping develop the key competencies (knowledge, skill, attitudes - SKA's) that enable individuals to perform current or future jobs. (ASTD)
51. ethics in training
Companies must include ethics in training from the start, and they cannot assume employees know the ins and outs of what’s right and wrong in any given situation based on their personal standards of conduct.
52. BCSP Code of Ethics – HOLD
HOLD paramount the safety and health of people, the protection of the environment and protection of property in the performance of professional duties and exercise their obligation to advise employers, clients, employees, the public, and appropriate authorities of danger and unacceptable risks to people, the environment, or property.
53. BCSP Code of Ethics – ISSUE
ISSUE public statements only in an objective and truthful manner and only when founded upon knowledge of the facts and competence in the subject matter.
54. A trademark
A trademark is a name, symbol, or mark that distinguishes a product or brand from other products or brands.
55. A copyright
A copyright is a type of intellectual property that gives its owner the exclusive right to copy, distribute, adapt, display, and perform a creative work, usually for a limited time.
56. Federated training organization model
Federated training organization model centralizes certain processes of the training function within the enterprise and decentralizes others. Companies most commonly deploy the federated model by centralizing processes associated with training administration while decentralizing processes for content development and delivery
57. An employee assistance program (EAP)
An employee assistance program (EAP) is a confidential service that employers may offer as a part of their employee benefits package. EAPs give employees access to physical and mental health resources for work- and non-work-related challenges, such as stress and burnout, substance abuse, divorce and domestic violence, mental health, grief, wellness and nutrition and more.
58. Empathy
Empathy is the ability to understand another person’s perspective and emotions. In recent years, it has been recognized as a critical soft skill for both leaders and employees, and it is often associated with strong emotional intelligence and self-awareness.
59. Due diligence
Due diligence refers to the research and analysis of a company or organization done in preparation for a business transaction. It is also the third of seven stages of a training outsourcing engagement.
60. Data literacy
Data literacy refers to one’s ability to understand, create and effectively communicate data in context. Data-literate employees are able to draw meaningful information from data, leading to more effective and strategic decision-making across the organization.
61. training goal
A goal is nothing more than a wish. A training goal is a little bit more than that. It's a general statement about what you want to train. For instance, a training goal might state, "Train our new employees on hazard reporting procedures." In this course we focus on getting beyond goals. We'll focus on writing operational objectives.
62. Action verbs
Action verbs describe observable/measurable behaviours. Use action verbs when writing objectives for Level Two training. Use concrete vs abstract verbs. For instance, if you use the verb, “demonstrate,” in an objective, you’ll have to figure out how the student will demonstrate.
63. Two important criteria for deciding on content are usefulness
Two important criteria for deciding on content are usefulness and appropriateness in relation to the stated objectives. It must be useful and It must be appropriate
64. Hands-on training
Hands-on training is usually quite effective in training because it uses a simulated work environment that permits each student to have experience performing tasks, making decisions, or using equipment appropriate to the job assignment for which the training is being conducted.
65. Validate.
Validate. The supervisor or other person validates the training by observing performance and asking questions at some point in time after the training.
66. The sequence the course content
sequence the course content according to how it should be most effectively presented to achieve the objective.
67. CASE STUDY
Actual or hypothetical situation.
68. LECTURE
Oral presentation of material, usually from prepared notes and visual aids.
69. ROLE PLAY
ROLE PLAY: Participants improvise behaviour of assigned fictitious roles.
70. SMALL GROUP
SMALL GROUP: Participants divide into sub-groups for discussion or exercise.
71. GAMES
GAMES: Simulations of real-life situations.
72. STORIES
STORIES: Actual or mythical examples of course content in action.
73. EXERCISES
EXERCISES: Various tasks related to specific course content
74. DISCUSSION
DISCUSSION: Facilitated opportunity for participants to comment.
75. BRAINSTORM
BRAINSTORM: Participants generate ideas on a problem situation
76. JOB AIDS
JOB AIDS: Summaries of key points of course content, for use back on the Job
77. Process Evaluation
Process Evaluation - students describe their reaction to the presentation of the instructor, the quality of the materials, the understandability of the exercises, and so on
78. Content Evaluation
Content Evaluation - students describe their reactions to and satisfaction with the specific content of the training. Students judge instructor knowledge and how much they believe they learned about each specific topic.
79. Methods
Methods: Evaluations, questionnaire immediately after the program. Post-program conversations.
80. Culture
Culture. For training to be truly effective, the safety culture must support the training. A supportive safety culture is most immediately demonstrated by the learner's immediate supervisor.
81. Preventing Culture
Preventing. The supervisor does not allow the worker to use the procedures or practices that have been taught.
82. Discouraging Culture
Discouraging. The supervisor does not encourage behavioural change. They send implicit messages that they want behaviours to remain the same
83. Neutral Culture
Neutral. The supervisor does not acknowledge the training received. There is no objection to behavioural change as long as the job gets done on time.
84. Encouraging Culture
Encouraging. The supervisor acknowledges the training and encourages the worker to use what they learned.
85. Requiring Culture
Requiring. The supervisor knows what training was received and insists that the learning is transferred to the job. This response is the most supportive and will be necessary most of the time for effective safety training
86. Open questions
Open questions require more than a "yes" or "no" answer. Stimulates thinking, discussion. Usually begins with a "what," "how," "when, “why."
87. Closed questions
Closed questions only a one word "yes" or "no" answer. Closes off discussion. Usually begins with "is," "can," "how many," "does."
88. Too much participation
Too much participation. Learners may not be able to fully participate in group or class activities when an individual learner is too vocal. Overly vocal learners may be merely the result of an enthusiastic interest in the course material.
89. Too little participation
Too little participation. When one participant is too vocal, others may not feel comfortable participating, and remain silent. Their valuable input may be lost from the group. In addition, the trainer may not be able to accurately assess the degree of learning that's taking place when learners are silent.
90. Hostility
Hostility. A learner may express hostility towards the trainer, the company, or another learner. Don’t assume that such behavior on the part of learners is a reflection of their hostility toward you or your training.
91. Training program management
Training program management. Training works best when it's designed and implemented as an integrated system rather than a series of unrelated training sessions.
92. Training process
Training process. Training should be conducted using a systematic process that includes a needs assessment, objectives, course materials, lesson plans, evaluation strategies, and criteria for successful completion.
93. Training results
Training results. By evaluating the results of training, it's possible to make improvements to existing plans and gain awareness of the need for new training.
94. Training Plan
Adequacy and appropriateness of the training program's curriculum development, instructor training, distribution of course materials, and direct student training should be considered,
95. Safety improves process quality
Safety improves process quality. Evaluate how the training has impacted the quality (Efficiency, effectiveness) of a job.
96. the return on the investment (ROI)
ROI is calculated by converting productivity and quality improvements to monetary values. This is the most difficult level of evaluation
97. A responsibility assignment matrix (RAM)
A responsibility assignment matrix (RAM), also known as RACI matrix or linear responsibility chart (LRC), describes the participation by various roles in completing tasks or deliverables for a project or business process.
98. RACI is an acronym
RACI is an acronym derived from the four key responsibilities most typically used: responsible, accountable, consulted, and informed.
99. I = Informed (also informee)
I = Informed (also informee) Those who are kept up-to-date on progress, often only on completion of the task or deliverable; and with whom there is just one-way communication
100. Accountable
Accountable (also approver or final approving authority) The one ultimately answerable for the correct and thorough completion of the deliverable or task, the one who ensures the prerequisites of the task are met and who delegates the work to those responsible.
