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SEM 301 > Ch. 9 - Learning & Training > Flashcards

Ch. 9 - Learning & Training Flashcards

1
Q

Learning

A

Relatively permanent changes in an employee’s knowledge or skill that result from experience

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2
Q

Decision Making

A

The process of generating and choosing from a set of alternatives to solve a problem

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3
Q

Expertise

A

Knowledge & skills that distinguish experts from novices

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4
Q

What are the 2 types of knowledge that employees learn?

A

Tacit Knowledge
Explicit Knowledge

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5
Q

Tacit Knowledge

A

Knowledge that employees can only learn through experience

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6
Q

Explicit Knowledge

A

Knowledge that is easy to communicate and available to everyone

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7
Q

According to research, what is responsible for the differences between experts and novices?

A

Learning (not intelligence or innate differences like many people believe)

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8
Q

90% of knowledge contained in organizations occurs in _____ form

A

tacit

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9
Q

Reinforcement (operant conditioning)

A

Peoples’ tendency to repeat a behaviour if they are rewarded for doing so

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10
Q

Contingencies of Learning

A

Four specific consequences used by organizations to modify employee behaviour:
-Positive Reinforcement
-Negative Reinforcement
-Punishment
-Extinction

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11
Q

Positive Reinforcement

A

Reinforcement contingency in which a positive outcome follows a desired behaviour

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12
Q

Negative Reinforcement

A

Reinforcement contingency in which an unwanted outcome is removed following a desired behaviour

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13
Q

Punishment

A

An unwanted outcome that follows an unwanted behaviour

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14
Q

Extinction

A

The removal of a positive outcome following an unwanted behaviour

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15
Q

An employee must eat lunch under supervision because they have been taking long lunch breaks. Which contingency of reinforcement applies here?

A

Punishment

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16
Q

What are the two most commonly used forms of reinforcement by managers?

A

Positive Reinforcement
Extinction

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17
Q

Why are positive reinforcement and extinction the preferred forms of reinforcement in the workplace?

A

Both positive reinforcement and extinction deliver their intended results without creating feelings of hostility and conflict

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18
Q

Schedule of reinforcement

A

The timing of when contingencies are applied or removed

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19
Q

What are the schedules of reinforcement used to modify behaviour?

A

Continuous Reinforcement
Fixed-interval schedule
Variable-interval schedule
Fixed-ratio schedule
Variable-ratio schedule

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20
Q

Continuous Reinforcement

A

A schedule of reinforcement in which a specific consequence follows each and every occurrence of a certain behaviour. Allows for the most rapid learning.

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21
Q

Why might continuous reinforcement not be effective?

A

It is difficult to maintain. To maintain continuous reinforcement, managers need to reward employees every time the desired occurs (impractical).

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22
Q

Fixed-interval schedule

A

A schedule in which reinforcement occurs at fixed time periods (eg. every month). The most common reinforcement schedule.

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23
Q

Variable-interval schedule

A

A schedule in which reinforcement occurs at random periods of time. Employees become more likely to exhibit the desired behaviour at all times rather than just at fixed times.

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24
Q

Fixed-ratio schedule

A

A schedule in which reinforcement occurs following a fixed number of desired behaviours.

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25
Q

Variable-ratio schedule

A

A schedule in which behaviours are reinforced after a varying number of occurrences

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26
Q

Which schedule of reinforcement tends to lead to the highest levels of performance?

A

Variable-ratio schedules

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27
Q

Social learning theory

A

Theory that argues that people in organizations learn by observing others

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28
Q

Behavioural Modelling

A

Employees observing other peoples’ actions, learning from what they observe, and then repeating the observed behaviour

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29
Q

What is the best way to acquire tacit knowledge?

A

Behavioural modelling

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30
Q

What are the 4 steps of the modelling process?

A

Attentional Processes
Retention Processes
Production Processes
Reinforcement

31
Q

Attentional Processes

A

Learner focuses attention on the critical behaviours exhibited by the model

32
Q

Retention Processes

A

Learner must remember the behaviours of the model when the model is no longer present

33
Q

Production Processes

A

Learner must have the appropriate skill set and be able to reproduce the behaviour

34
Q

What are the different types of goal orientations?

A

Learning Orientation
Performance-prove Orientation
Performance-avoid Orientation

35
Q

Learning Orientation

A

Building competence is deemed more important by an employee than demonstrating competence. Failure is viewed positively as it means an increase in knowledge and skills in the long run

36
Q

Performance-prove Orientation

A

Employees focus on demonstrating competence so that others think favourably of them

37
Q

Performance-avoid Orientation

A

Employees focus on demonstrating competence so that others will not think poorly of them

38
Q

What is the biggest issue with performance-oriented goal orientation?

A

People mainly work on tasks they are already good at and they view failure as an indicator of their ability and competence.

39
Q

What are the benefits of a learning goal orientation?

A

Improvements in:
self-confidence
feedback-seeking behaviour
learning strategy development
learning performance

40
Q

Programmed Decisions

A

Decisions that are automatic because the decision-maker’s knowledge allows them to recognize the situation and the needed course of action

41
Q

Intuition

A

Emotionally charged judgement arising through quick, nonconscious, and holistic associations

42
Q

Crisis Situation

A

An urgent problem that must be addressed immediately

43
Q

Nonprogrammed Decisions

A

Decisions made by employees when a problem is new, complex, or not recognized

44
Q

Rational Decision-Making Model

A

A step-by-step approach to making decisions to maximize outcomes by examining all available alternatives:
1. Identify the problem
2. Develop criteria for making a decision
3. List all possible alternatives
4. Evaluate alternatives against criteria
5. Choose the solution that maximizes value
6. Repeat if solution does not deliver expected outcome

45
Q

Bounded Rationality

A

People do not have the ability or resources to process all available information and alternatives when making a decision

46
Q

Satisficing

A

Choosing the first acceptable alternative (not necessarily the best option, but “good enough”)

47
Q

What are some common reasons for making bad decisions?

A

Limited information
Faulty perceptions
Faulty attributions
Escalations of commitment

48
Q

Selective Perception

A

People’s tendency to see the environment only as it affects them as it is consistent with their expectations

49
Q

Projection Bias

A

People’s false belief that others think, feel, and act the same way they do

50
Q

Social Identity Theory

A

People identify with groups and judge others by their group memberships

51
Q

Stereotype

A

Assumptions made about others based on their social group membership

52
Q

Heuristics

A

Simple and efficient rules of thumb that allow us to make decisions more easily

53
Q

Availability Bias

A

Tendency to base judgments on information that is easier to recall. Easier to recall information is not always correct

54
Q

Name the common decision-making biases

A

Anchoring
Framing
Representativeness
Contrast
Recency
Ratio Bias Effect

55
Q

Anchoring

A

Tendency to rely too heavily on one trait or piece of information when making decisions

56
Q

Framing

A

Tendency to make different decisions based on how a question or situation is phrased/presented.

57
Q

Representativeness

A

Tendency to assess the likelihood of an event by comparing it to a similar event and assuming the likelihood will be similar

58
Q

Contrast

A

Tendency to judge things incorrectly based on a nearby reference

59
Q

Recency

A

Tendency to weigh recent events more than earlier events

60
Q

Ratio Bias Effect

A

Tendency to judge the same probability of an unlikely event as lower when the probability is presented in the form of a ratio of small numbers rather than of larger numbers

61
Q

Fundamental Attribution Error

A

Tendency to judge others’ behaviours as being due to internal factors. Underestimate the impact of external factors on others.

62
Q

Internal Attribution

A

Individuals factors such as ability, motivation, or attitudes are responsible for a behaviour

63
Q

External Attribution

A

Environmental factors are responsible for a behaviour

64
Q

How can we determine whether to attribute a behaviour to internal factors or external factors?

A

Consensus
Distinctiveness
Consistency

65
Q

Consensus (Attribution)

A

Whether others behave the same way under similar circumstances
High -> External Attribution
Low -> Internal Attribution

66
Q

Distinctiveness (Attribution)

A

Whether the person acts in the same way in different circumstances
High -> External Attribution
Low -> Internal Attribution

67
Q

Consistency (Attribution)

A

Whether a person has behaved the same way in similar circumstances
High -> Internal Attribution
Low -> External Attribution

68
Q

Escalation of Commitment

A

A decision-maker continues to follow a failing course of action due to high commitment

69
Q

What is the relationship between Learning and Job Performance?

A

Moderate positive relationship

70
Q

What is the relationship between Learning and Organizational Commitment?

A

Weak positive relationship

71
Q

Training

A

Knowledge transfer from more experienced employees to less experienced employees

72
Q

Communities of practice

A

Groups of employees who learn from one another through collaboration over an extended period of time

73
Q

Transfer of training

A

Occurs when employees retain and demonstrate the knowledge, skills, and behaviours required for their job after training ends

74
Q

Self-serving bias

A

When one attributes one’s own failures to external factors and success to internal factors

SEM 301 (15 decks)

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