Chapter 5

Front 1

Learning Objectives

Back 1

The process part of the model. Three inputs are used to find this.

Front 2

Training Objectives

Back 2

All the objectives that are developed for the training program.

Front 3

Desired Outcome

Back 3

What should be expected to occur?

Front 4

Conditions

Back 4

Under what conditions is the outcome expected to occur?

Front 5

Standards

Back 5

What criteria signify that the outcome is acceptable?

Front 6

Classical Conditioning

Back 6

Takes place without awareness.

Front 7

Operant Conditioning

Back 7

If a behavior is immediately followed by a reward, the behavior is likely to be repeated.

Front 8

Goal Orientation

Back 8

The degree to which an individual is predisposed toward a learning goal orientation versus a performance goal orientation.

Front 9

Retention

Back 9

4 stages: Activation of memory, Symbolic coding, Cognitive organization, Symbolic rehearsal and cues for retrieval.

Front 10

Guided Discovery

Back 10

A technique that a trainer can use to facilitate the encoding process.

Front 11

Symbolic Coding

Back 11

Incorporates both verbal propositions and images, retention of the information is improved.

Front 12

Cognitive Organization

Back 12

The way information is organized during training and the prior learning that supports learning the new information.

Front 13

Symbolic Rehearsal

Back 13

Practicing in your mind. Imagining a situation.

Front 14

Strategic Knowledge Development

Back 14

learned by extending the training content to include learning when and why KSA's are appropriate and developing strategies for their use.

Front 15

Transfer of Training `

Back 15

How much of what is learned in training transfers to the job. (Positive, Zero, Negative transfers)

Front 16

Spaced Practice

Back 16

Generally retained longer then material learned. (One hour for 4 days)

Front 17

Mass Practice

Back 17

Cramming for a test. (4 hours for 1 day)

Front 18

Part Learning

Back 18

Learn parts of a task separately.

Front 19

Whole Learning

Back 19

Learning whole task all at once.

Front 20

Task Organization

Back 20

Degree to which tasks are interrelated.

Front 21

Task Complexity

Back 21

Level of difficulty of performing each task.

Front 22

Progressive Part Training

Back 22

Used when tasks not as clear in their organization.

Front 23

Cognitive Load

Back 23

The amount of mental processing that is needed for trainee to learn material.

Front 24

Overlearning

Back 24

Providing trainees with continued practice far beyond which they perform the task successfully.

Front 25

Identical Elements

Back 25

The more the elements in the training design are identical to the actual work setting, the more likely it is the transfer will occur.

Front 26

Relapse Prevention

Back 26

Sensitizes trainees that relapse is likely. Helps them identify high risk situations, and develop coping strategies.

Front 27

Sit-In

Back 27

Trainer sits in and observes trainee in a situation where they are required to use the trained behavior.

Front 28

Climate

Back 28

Perception of salient characteristics of the organization.

Front 29

Culture

Back 29

Pattern of basic assumptions invented, discovered, or developed by a group within an organization.

Front 30

Design theories

Back 30

Methods of presenting material in a way to enhance the likelihood that the material will be learned. (Elabortion Theory and Gagne-Briggs Theory)

Front 31

Elaboration Theory

Back 31

Based on wholistic alternative to the part/whole sequencing that is usually followed in training.

Front 32

Sequencing

Back 32

How to group and order the content of training.

Front 33

Simplifying Conditions Method

Back 33

Enables learners to understand the task results and information. Understand can be assimulated.

Front 34

Epitomizing

Back 34

identifying the simpliest version of a task.

Front 35

Elaborating

Back 35

Identifying progressively more complex versions of the task.