Chapter 2

Question 1

SABPP definition of L&D

Answer 1

describes L&D as the practice of providing occupationally directed and other learning activities that enable and enhance knowledge, practical skills and workplace experience
and behaviour of individuals and teams based on current and future occupational requirements for optimal organisational performance

Question 2

competencies

Answer 2

typical behaviours that individuals demonstrate when performing tasks ncessary for producing occupation-related and or job related outcomes within a given organisation

relate to spesific work tasks or job outputs that have to be avhieved to demonstrate satisfactory job performance

Question 3

compentency frameworks

Answer 3

used to define dimensins of a job and provide criteria by which the effectiveness of performance can be evaluated

Question 4

attitudes and beliefs

Answer 4

influence employee behaviour and can either support or restrain employee development of new competency

influence motivation

Question 5

attitudes

Answer 5

general positions of approval or disapproval that we have towards specific situations, ideas, events or people

influence motivation - should be considered in training interventions

Question 6

knowledge

Answer 6

accumulated information, facts, principles and procedures associated with a specific subject that individuals collect and store in their memories as time goes by

cognitive outcome of learning programme

process information and attach meaning to it

Question 7

explicit vs tacit knowledge

Answer 7

explicit - quantifiable and easily transferred and reproduced

tacit - understanding and application
- often combined with experience and interpretation
- consequently more difficult to include in learning programme

Question 8

skills

Answer 8

ability to execute job to certain standard

need to be performed to acceptable level to ensure effective job performance

procedural knowledge component

Question 9

range of skills

Answer 9

manual or technical

application of spesific competencies such as knowledge and skills to perform a task

interpersonal skills

analytical and problem-solving skills involved in making sense of complex situations, applying judgement and making decisions

Question 10

learning

Answer 10

relatively poermanent change un behaviour ir potential behaviour as a result of productive interaction with one’s surroundings

implies sustained change as it is expected to increase performance

long term/sustained and not short term

Question 11

components of employee performance

Answer 11

ability to perform

motivation to perform

opportunity to perform

Question 12

implicit learning

Answer 12

unconscious knowledge that people use daily

not always aware of knowledge gained, apply knowledge to situations that required it

cannot describe how they acquired it

automatic

leads to implicit knowledge

Question 13

explicit learning

Answer 13

conscious and deliberate effort and thought

educational institutions

memorising, problem solving, and understanding

Question 14

characteristics of adult learning that effect learning process

Answer 14

• motivation or need to know
• readiness to learn
• mastery orientation
• performance orientation
• experience level

Question 15

lifelong learners ability

Answer 15

• develop and be in touch with curiosities
• formulate questions that can be answered through enquiry
• indentify information required to answer different kinds of questions
• locate most relevant and reliable sources of information
• select and use most efficient methods of collecting the required information
  -organise, analyse and evaluate informatin to get valid answers
• generalise and apply and communicate answers

Question 16

classic theories of learning

Answer 16

• behaviouristic
• cognitive
• social
• humanist

Question 17

implications of behaviourist theories on learning intervention

Answer 17

subject focused

learning outcomes will focus on clearly specified behaviours, skills and competencies

assumes learners are passive recipients of input and the L&D professional is the expert in control

formal environment

rely heavily on learning practioner

bite-sized chuncks of information, instruction and reinforcement, role plays, repeated practice and repeated instructions

not recommended for more complex learning outcomes

Question 18

cognitive information processing

Answer 18

• senses must pass on information
• attention
• appropriate pattern must exist in sensory memory for pattern recognition
• new information enters working memory
• conscious processing then starts to take place - information retrieved from long term memory and used for processing new information

Question 19

cognitive approach influence on learning intervention

Answer 19

• problem solving and tadk focused
• role of facilitator and presenter
• participants = active role and demonstrate self-directed and self-evaluating behaviours
• cognitive information processors and the L&D professional is an expert who (being in control of process) will vary fromat of training to accomodate learning style
• internally motivated and environment is mutually respectful, collaborative and relaxed
• not recommended for more complex learning
• focus on memory, not ability and inappropriate use of learning style models

Question 20

social learning perspective influence on learning intervention

Answer 20

• learning = social process
• learning, learner and social environment all interconnected
• group work and social interaction
• social media via mobile and internet technology should be utilised

Question 21

modern theories of learning

Answer 21

• experiental learning
• action learning
• preferred learning styles
• mentoring and coaching
• connectivist learning theory

Question 22

experiential learning

Answer 22

• cyclical, dynamic, continuous process
• active process
• not passive recipients of information
• progression through 4 stages

Question 23

4 stages of experiential learning

Answer 23

1. reflective observation
2. abstract conceptualisation and generalisation
3. active experimentation
4. concrete experiences