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35 Cards in this Set

  • Front
  • Back
Learning Objectives
The process part of the model. Three inputs are used to find this.
Training Objectives
All the objectives that are developed for the training program.
Desired Outcome
What should be expected to occur?
Under what conditions is the outcome expected to occur?
What criteria signify that the outcome is acceptable?
Classical Conditioning
Takes place without awareness.
Operant Conditioning
If a behavior is immediately followed by a reward, the behavior is likely to be repeated.
Goal Orientation
The degree to which an individual is predisposed toward a learning goal orientation versus a performance goal orientation.
4 stages: Activation of memory, Symbolic coding, Cognitive organization, Symbolic rehearsal and cues for retrieval.
Guided Discovery
A technique that a trainer can use to facilitate the encoding process.
Symbolic Coding
Incorporates both verbal propositions and images, retention of the information is improved.
Cognitive Organization
The way information is organized during training and the prior learning that supports learning the new information.
Symbolic Rehearsal
Practicing in your mind. Imagining a situation.
Strategic Knowledge Development
learned by extending the training content to include learning when and why KSA's are appropriate and developing strategies for their use.
Transfer of Training `
How much of what is learned in training transfers to the job. (Positive, Zero, Negative transfers)
Spaced Practice
Generally retained longer then material learned. (One hour for 4 days)
Mass Practice
Cramming for a test. (4 hours for 1 day)
Part Learning
Learn parts of a task separately.
Whole Learning
Learning whole task all at once.
Task Organization
Degree to which tasks are interrelated.
Task Complexity
Level of difficulty of performing each task.
Progressive Part Training
Used when tasks not as clear in their organization.
Cognitive Load
The amount of mental processing that is needed for trainee to learn material.
Providing trainees with continued practice far beyond which they perform the task successfully.
Identical Elements
The more the elements in the training design are identical to the actual work setting, the more likely it is the transfer will occur.
Relapse Prevention
Sensitizes trainees that relapse is likely. Helps them identify high risk situations, and develop coping strategies.
Trainer sits in and observes trainee in a situation where they are required to use the trained behavior.
Perception of salient characteristics of the organization.
Pattern of basic assumptions invented, discovered, or developed by a group within an organization.
Design theories
Methods of presenting material in a way to enhance the likelihood that the material will be learned. (Elabortion Theory and Gagne-Briggs Theory)
Elaboration Theory
Based on wholistic alternative to the part/whole sequencing that is usually followed in training.
How to group and order the content of training.
Simplifying Conditions Method
Enables learners to understand the task results and information. Understand can be assimulated.
identifying the simpliest version of a task.
Identifying progressively more complex versions of the task.