Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

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

Ch. 9 - Learning & Training Flashcards

(74 cards)

Start Studying
1
Q

Learning

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Decision Making

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Expertise

A

Knowledge & skills that distinguish experts from novices

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What are the 2 types of knowledge that employees learn?

A

Tacit Knowledge
Explicit Knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Tacit Knowledge

A

Knowledge that employees can only learn through experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Explicit Knowledge

A

Knowledge that is easy to communicate and available to everyone

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

90% of knowledge contained in organizations occurs in _____ form

A

tacit

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Reinforcement (operant conditioning)

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Contingencies of Learning

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Positive Reinforcement

A

Reinforcement contingency in which a positive outcome follows a desired behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Negative Reinforcement

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Punishment

A

An unwanted outcome that follows an unwanted behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Extinction

A

The removal of a positive outcome following an unwanted behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

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

A

Positive Reinforcement
Extinction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Schedule of reinforcement

A

The timing of when contingencies are applied or removed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Fixed-interval schedule

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Fixed-ratio schedule

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Variable-ratio schedule
A schedule in which behaviours are reinforced after a varying number of occurrences
26
Which schedule of reinforcement tends to lead to the highest levels of performance?
Variable-ratio schedules
27
Social learning theory
Theory that argues that people in organizations learn by observing others
28
Behavioural Modelling
Employees observing other peoples' actions, learning from what they observe, and then repeating the observed behaviour
29
What is the best way to acquire tacit knowledge?
Behavioural modelling
30
What are the 4 steps of the modelling process?
Attentional Processes Retention Processes Production Processes Reinforcement
31
Attentional Processes
Learner focuses attention on the critical behaviours exhibited by the model
32
Retention Processes
Learner must remember the behaviours of the model when the model is no longer present
33
Production Processes
Learner must have the appropriate skill set and be able to reproduce the behaviour
34
What are the different types of goal orientations?
Learning Orientation Performance-prove Orientation Performance-avoid Orientation
35
Learning Orientation
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
Performance-prove Orientation
Employees focus on demonstrating competence so that others think favourably of them
37
Performance-avoid Orientation
Employees focus on demonstrating competence so that others will not think poorly of them
38
What is the biggest issue with performance-oriented goal orientation?
People mainly work on tasks they are already good at and they view failure as an indicator of their ability and competence.
39
What are the benefits of a learning goal orientation?
Improvements in: self-confidence feedback-seeking behaviour learning strategy development learning performance
40
Programmed Decisions
Decisions that are automatic because the decision-maker's knowledge allows them to recognize the situation and the needed course of action
41
Intuition
Emotionally charged judgement arising through quick, nonconscious, and holistic associations
42
Crisis Situation
An urgent problem that must be addressed immediately
43
Nonprogrammed Decisions
Decisions made by employees when a problem is new, complex, or not recognized
44
Rational Decision-Making Model
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
Bounded Rationality
People do not have the ability or resources to process all available information and alternatives when making a decision
46
Satisficing
Choosing the first acceptable alternative (not necessarily the best option, but "good enough")
47
What are some common reasons for making bad decisions?
Limited information Faulty perceptions Faulty attributions Escalations of commitment
48
Selective Perception
People's tendency to see the environment only as it affects them as it is consistent with their expectations
49
Projection Bias
People's false belief that others think, feel, and act the same way they do
50
Social Identity Theory
People identify with groups and judge others by their group memberships
51
Stereotype
Assumptions made about others based on their social group membership
52
Heuristics
Simple and efficient rules of thumb that allow us to make decisions more easily
53
Availability Bias
Tendency to base judgments on information that is easier to recall. Easier to recall information is not always correct
54
Name the common decision-making biases
Anchoring Framing Representativeness Contrast Recency Ratio Bias Effect
55
Anchoring
Tendency to rely too heavily on one trait or piece of information when making decisions
56
Framing
Tendency to make different decisions based on how a question or situation is phrased/presented.
57
Representativeness
Tendency to assess the likelihood of an event by comparing it to a similar event and assuming the likelihood will be similar
58
Contrast
Tendency to judge things incorrectly based on a nearby reference
59
Recency
Tendency to weigh recent events more than earlier events
60
Ratio Bias Effect
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
Fundamental Attribution Error
Tendency to judge others' behaviours as being due to internal factors. Underestimate the impact of external factors on others.
62
Internal Attribution
Individuals factors such as ability, motivation, or attitudes are responsible for a behaviour
63
External Attribution
Environmental factors are responsible for a behaviour
64
How can we determine whether to attribute a behaviour to internal factors or external factors?
Consensus Distinctiveness Consistency
65
Consensus (Attribution)
Whether others behave the same way under similar circumstances High -> External Attribution Low -> Internal Attribution
66
Distinctiveness (Attribution)
Whether the person acts in the same way in different circumstances High -> External Attribution Low -> Internal Attribution
67
Consistency (Attribution)
Whether a person has behaved the same way in similar circumstances High -> Internal Attribution Low -> External Attribution
68
Escalation of Commitment
A decision-maker continues to follow a failing course of action due to high commitment
69
What is the relationship between Learning and Job Performance?
Moderate positive relationship
70
What is the relationship between Learning and Organizational Commitment?
Weak positive relationship
71
Training
Knowledge transfer from more experienced employees to less experienced employees
72
Communities of practice
Groups of employees who learn from one another through collaboration over an extended period of time
73
Transfer of training
Occurs when employees retain and demonstrate the knowledge, skills, and behaviours required for their job after training ends
74
Self-serving bias
When one attributes one's own failures to external factors and success to internal factors

SEM 301 (15 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions