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Training & Development > Test 2 (Ch 4-6) > Flashcards

Test 2 (Ch 4-6) Flashcards

0
Q

What is Transfer of training? What are the 2 parts of it?

A

Transfer of training- the trainees effectively and continually applying what they have learned in training to their jobs.

Generalization- the trainees ability to apply what they have learned to on-the job work problems and situations that are similar but not necessarily identical to those problems and situations encountered in the learning environment.

Maintenance- The process of trainees continuing to use what they have learned over time

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1
Q

What is Learning? What does it include?

A

Relatively permanent change in human capabilities that is not result of growth process.

Includes: Knowledge, skills, attitudes, behaviors, and competencies.

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2
Q

What are Trainee Characteristics?

A

Motivation/ Cognitive ability/ self- efficacy

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3
Q

What is a Training Design?

A

Development of goals, adult learning principles, learning environment, theories of transfer, self-management strategies.

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4
Q

What is Work Environment?

A

Strategic link of training, org climate/ accountability, support (mgmt./ peer, technology), opportunity to perform.

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5
Q

What are 2 common downfalls of training initiatives? How do you avoid these downfalls?

A

Downfall:

  • Not fully implemented or executed
  • Do not show measurable improvements in performance or business results

Avoid:

  • Alignment with business objectives
  • Adoption that supports individuals and team
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6
Q

What is each of the type of Learner outcomes? (Verbal info, Intellectual skills, Motor skills, Attitudes, Cognitive strategies)

A
  • Verbal info- Names, labels, facts, etc.
  • Intellectual skills- concepts and rules for problem solving
  • Motor skills- Physical coordination
  • Attitudes- Cognitive (beliefs), affective (emotions) and intentional (behavior)
  • Cognitive Strategies- process of learning.
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7
Q

What are parts of Skinner’s Behavioral learning theory/behavior modification?

A
  • Operant- behavior to be controlled.

- Learning/behavior modification through reinforcement and punishment as consequences of behavior.

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8
Q

What are the types of reinforcement?

A
  • Positive Reinforcement- positive consequence/ reinforcement when behavior exhibited.
  • Avoidance- Avoid negative reinforcement
  • Extinction- Remove whatever is reinforcing and behavior goes away.
  • Punishment- Negative consequence
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9
Q

Banduras Social Learning Theory

A
  • Imitating role models- Experiential/ action learning
  • Intrinsic and extrinsic- personal and environmental.
  • Self Efficacy- Confidence you can do it
  • – Verbal persuasion- Do others think I can do it?
  • – Logical Verification- Is this similar to something i already do?
  • – Modeling- Demonstration by other employees
  • – Past Accomplishments- Have i been capable in the past?
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10
Q

What are the 4 processes to learn?

A
  • Attention- What am i supposed to learn?
  • Retention- How can i remember this?
  • Motor Reproduction- Can i replicate these behaviors?
  • Motivational- Is there a positive outcome.
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11
Q

Goal Setting Theory. (3 parts)

A

def- assumes behavior results from a persons conscious goals and intentions.

  • Reasonable difficulty- clarity and self efficacy. Is it within your control?
  • Moderators- ability, commitment, feedback, task complexity
  • Management by Objectives- Set, implement, evaluate
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12
Q

What is Goal Orientation and its 2 parts?

A

def- Goals held buy trainee

  • Learning Orientation- trying to increase ability/competence; errors/mistakes part of learning
  • Performance Orientation- focus on performance and comparing to others; anxiety
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13
Q

Maslow’s Hierarchy of needs

A
  • Physiological- such as food and water
  • Safety and security
  • Belongingness, social and love
  • Esteem- respect from others
  • Self-actualization- Internally driven
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14
Q

Alderfers ERG Theory

A
  • Existence, relatedness and growth needs
  • Satisfaction> progress AND frustration> regression
  • Allows the possibility that if higher level needs are not satisfied, employees will refocus on lower level needs
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15
Q

McClellands learned needs theory

A

Need for achievement, affiliation, and power are learned from culture.

16
Q

Vroom’s expectancy theory and 3 parts.

A

def- level of motivation depends upon the strength of the expectation that is desired outcome will be reached and the outcome is desirable.

  • Expectancy- will your efforts reach the desired level of performance?
  • Instrumentality- If you reach that level, will it get you what you want?
  • Valence- Anticipated level of satisfaction about that outcome; is it important to you?
17
Q

Adult Learning Theory- Knowles Andragogy and 6 parts

A

Def- How adults learn

  • Self concept- more self directed
  • Experience- More resources for learning
  • Goal Oriented- readiness to learn
  • Relevant- practical- time perspective becomes immediate applicability to problem solving.
  • Motivation- more intrinsic/internal as individual matures
  • Expect respect- dont want to be “put on spot”
18
Q

Information Processing Theory and 6 parts

A

def- whats goin on inside the learners head

  • Stimulus/message received via receptors/sensors
  • registered
  • Stored in short term memory
  • transformed for long term storage
  • response created
  • feedback from environment
19
Q

Transfer of Training Theories: (closed/open skills),(Theory of Identical Elements),(Stimulus generalization approach),( Cognitive theory of transfer)

A
  • Closed skills- linked to learning specific skills that are similar/identical to work environment.
  • Open skills- linked to more general learning principles, eg. customer service.
  • Theory of Identical Elements- How much alike is the training environment with what will be performed on the job?
  • -Fidelity- refers to the extent they are similar
    • Near transfer- is maximum similarities between training and application.
  • Stimulus Generalization Approach-general principles/features are taught that can be applied in the work setting even if not exactly the same
  • -Far transfer- ability to apply even if work not exactly the same; think outside the box.
  • Cognitive Theory of Transfer- recall informatin processing model; can learning recall and use/link what they have learne din application assignments.
20
Q

Learning Process

A
  • Expectancy- mental state
  • Perception- ability to organize messages
  • Working storage- rehearsal and repetition
  • Semantic encoding
  • -Rehearsal- memorization
  • -Organizing- similarities in training
  • -Elaboration- relate to more familiar
  • -Retrieval- from long-term memory
  • -Generalizing- apply in similar situations
  • -Gratifying- from feedback
21
Q

Learning Cycle

A
  • Concrete Experience- Whats the problem?
  • Reflective Observation- think about it
  • Abstract conceptualization- Generate ideas
  • Experimentation- implement and get feedback
22
Q

Kolb’s learning styles

A
  • Diverger- Concrete experience/reflective observation
  • Assimilator- Abstract conceptualization/reflective observation
  • Converger- Abstract conceptualization/ active experimentation
  • Accommodator- Concrete experience/active experimentation
23
Q

VARK learning styles

A
  • Visual- learn best by seeing
  • Auditory/aural- hearing
  • Reading/writing
  • Kinesthetic- hands on approach, experience, activity.
24
Q

Learning Environment

A

-Instruction- “manipulating” the environment to help people learn
-Objectives- performance, criterion, conditions
-Meaningful content/context- physical, intellectual, emotional environment; mirror work environment
- Practice
–Pre practice conditions- such as metacognition, self regulation skills, advance organizers
–Experience- Over learning/error management
–Massed vs Spaced depends on tatsk complexity; Mental/physical requirements
-whole vs part practice
-commit training content to memory-“automotization”- it becomes automatic
-feedback
-Observing, experience, and interaction
–learner-instructor interaction
–Learner-learner interaction
–communities of practice
Training and administration- coordinating before, during and after
-Trainee responsibility/self management

25
Q

Work Environment

A
  • climate for transfer- trainees perceptsions about how supportive the work environment is for using their new KSAOs/competencies
  • Manager support for attending training and applying what is learned
  • action plan to outline goals and strategies to reach goal, feedback and anticipated results
  • Peer support
  • Opportunity to perform
  • Technological support
26
Q

what is Design and why do we use Design?

A

-Results in a “rough sketch”/blueprint of the final program… not all details

So we can be sure ‘transfer of training’ will occur

Pretraining>learning event>post training

27
Q

What is Program Design?

A

Organization and coordination of training program

28
Q

What 2 things do you Consider for an effective program?

A
  • Training Environments
  • -Comfort of instructor & trainees
  • -Technology
  • -Seating

-Trainers- Content vs training expertise

29
Q

Supporting a Learning Environment-

A
  • Setting- Self direction vs collaboration
  • Preperation of materials
  • Know the audience
  • -Age/generation
  • –Millenniums and nexters- born after 1980, optomistic, willing to work and learn, techno savvy, teamwork and technology
  • –Gen Xers-1961-1980, feedback, flexibility, dislike close supervision/micromanagement, self directed
  • – Baby Boomers-1945-1960, Competitive, hard working, fairness, interactive, group activities
  • –Traditionalist-1920-1944, patriotic and loyal, noe company careers, orderly learning.
  • Personality-Myers Briggs
  • -Gathering informations
  • -Evaluating information
  • Aptitude-ability to learn
  • pror knowledge and skills- balance between beneath or beyond skills
  • attitudes and perceptions- get input as program is developed
30
Q

What is SMART?

A
  • S-Specific: what does the learner hope to accomplish?
  • M-Measurable: Need to be able to evaluate to determine if accomplished.
  • A-Action oriented- Actions the learner will be able to take
  • R-Realistic- Attainable but challenging
  • T-Timely- Learner can apply immediately
31
Q

What are the 3 components of Objectives

A
  • performance outcomes- what is employee expected to do
  • Criterion- Level of performance that is acceptable
  • Conditions of Performance- Conditions under which trainee is expected to perform

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