Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
47 Cards in this Set
- Front
- Back
|
Learning (define) |
The process of acquiring knowledge and skills, and a change in individual behaviour as a result of some experience |
|
|
Gagne's categories of learning outcomes (5) |
1. Verbal information 2. Intellectual skills 3. Cognitive strategies 4. Motor skills 5. Attitudes |
|
|
Kraigher's classification scheme for learning outcomes |
Cognitive outcomes - verbal knowledge - knowledge organization - cognitive strategies Skill-based outcomes - compilation - automaticity Affective outcomes - attitudinal - motivational |
|
|
Stages of the Adaptive Character of Thought (ACT) theory |
1. Declarative knowledge 2. Knowledge compilation 3. Procedural knowledge |
|
|
Declarative knowledge (define) |
Learning knowledge, facts, and information |
|
|
Knowledge compilation (define) |
Integrating tasks into sequences to simplify and streamline the task |
|
|
Procedural knowledge (define) |
The learner has mastered the task and performance is automatic and habitual |
|
|
Implications of the ACT theory for training |
Recognizes that learning occurs in stages Training methods will depend on the stage of learning |
|
|
Learning style (define) |
The way in which an individual gathers information and processes and evaluates it during the learning process |
|
|
Types of learning modes |
CE - feeling AC - thinking RO - watching AE - doing |
|
|
Types of Learning Styles |
Converging - thinking and doing Diverging - feeling and watching Assimilating - thinking and watching Accommodating - feeling and doing |
|
|
Implications of Learning Styles for training |
Recognizes that people differ in the way they prefer to learn Success and comfort in training will depend on how well the training approach matches learning styles Trainers need to be aware of differences and design training programs to appeal to different learning styles Training should be sequential - learning in stages that build upon each other |
|
|
Conditioning Theory (define) |
Learning is a result of reward or punishment that follows a response to a stimulus Types of responses: positive reinforcement, negative reinforcement, punishment, no consequence |
|
|
Conditioning Process |
Stimulus > Behaviour > Consequence |
|
|
Shaping (define) |
The reinforcement of each step in a process until it is mastered |
|
|
Chaining (define) |
The reinforcement of entire sequences of a task |
|
|
Generalization (define) |
The conditioned response occurs in circumstances different from those during learning |
|
|
Implications of Conditioning Theory for training |
Trainees should be encouraged and reinforced throughout the training process |
|
|
Social Cognitive Theory (define) |
People learn by (1) observing the behaviour of others (2) making choices about difference courses of action to pursue (3) managing their own behaviour in the process of learning |
|
|
Components of Social Cognitive Theory |
1. Observation - imitation and modelling 2. Self-efficacy - belief in ability to perform specific task 3. Self-regulation - ability to manage one's own behaviour |
|
|
Observation (define) |
Learning by observing the actions of others and their consequences |
|
|
Self-efficacy (define) |
Judgements that people have about their ability to successfully perform a specific task |
|
|
Self-regulation (define) |
Managing one's own behaviour through a series of internal processes |
|
|
Andragogy (define) |
An adult-oriented approach to learning that takes into account the differences between adult and child learners |
|
|
Pedagogy (define) |
The traditional approach to learning used to educate children and youth |
|
|
Implications of Adult Learning Theory for training |
Importance of training as a joint process between trainer and trainee - learning is collaborative and supportive Adults should have input into the training they will receive |
|
|
Motivation (define) |
The degree of persistent effort that one directs toward a goal |
|
|
Extrinsic motivation (define) |
Motivation that stems from factors in external environment such as pay, fringe benefits, and company policies |
|
|
Intrinsic motivation (define) |
Motivation that stems from a direct relationship between a worker and the task |
|
|
Maslow's Need Hierarchy (define) |
Physiological needs > Safety > Belongingness > Esteem > Self-actualization |
|
|
Alderfer's ERG Theory (define) |
Three needs: Existence needs > Relatedness needs > Growth needs |
|
|
Implications of Needs Theories for training |
Employees' needs must be considered in design and expectations of training program Employees not likely to be motivated to attend training, learn the material, and apply it on the job if doing so does not fulfill their needs |
|
|
Expectancy Theory (define) |
People's effort or motivation is a function of their beliefs that they can achieve a particular level of performance and that this will lead to consequences that are attractive to them |
|
|
Implications of Expectancy Theory for training |
Employee motivation influenced by belief that learning material will result in attractive consequence |
|
|
Criteria for goals to be motivating |
Specific Challenging Feedback Committed |
|
|
Distal goal (define) |
A long-term or end goal |
|
|
Proximal goal (define) |
A short-term goal or sub-goals |
|
|
Implications of Goal-Setting Theory for training |
Trainees should have specific learning goals and should be provided with feedback during and after training to determine if they have accomplished these goals |
|
|
Mastery goals (define) |
Process-oriented goals that focus on the learning process |
|
|
Performance goals (define) |
Outcome-oriented goals that focus attention on the achievement of specific performance outcomes |
|
|
Implications of Goal Orientation for training |
Mastery goals should be set for learning and performance goals for motivation once learning has been achieved |
|
|
Training motivation (define) |
The direction, intensity, and persistence of learning-directed behaviour in training contexts |
|
|
Locus of control (define) |
People's beliefs about whether their behaviour is controlled mainly by internal or external forces |
|
|
Implications of Training Motivation for training |
Trainers should ensure trainees are motivated to learned before training begins Managers can try to influence the factors that predict training motivation |
|
|
Cognitive Ability (define) |
An individual's basic information processing capacities and cognitive resources |
|
|
Bloom's Taxonomy - Classification Scheme |
1. Cognitive 2. Psychomotor 3. Affective |
|
|
Bloom's Taxonomy - Cognitive Domain |
Evaluation Synthesis Analysis Application Comprehension Knowledge |
