Cplp Knowledge Exam Study

Front 1

What are the four theories of learning and instruction, according to "The Trainer's Dictionary?"

Back 1

Subjective centered
Objective centered
Experience centered, and
Opportunity centered.

Front 2

What are the three types of learning usually associated with Bloom's taxonomy?

Back 2

Knowledge, skills, and attitude. Attitude cannot be trained, but can be influenced.

Front 3

What is a developmentalism based theory of instruction that focuses on matching individual needs to appropriate instructional experiences, and is particularly useful for helping employees adapt to changes in their work lives?

Back 3

Opportunity-centered learning and instruction.

Front 4

What is Malcolm Knowles' contribution to adult learning?

Back 4

The concept of andragogy.

Front 5

According to Merriam and Caffarella, adults' developmental stages can be described in three major perspectives. What are they?

Back 5

Physical changes, Psychological changes, and socialcultural changes.

Front 6

What theory of learning and memory is concerned with studying the relationship between stimuli and responses and includes training techniques such as prompting, cueing, simulations, role play, and positive reinforcement?

Back 6

Behaviorism.

Front 7

What theory of learning attempts to involve both the right and left hemispheres of the brain, as well as the cortex and limbic systems?

Back 7

Accelerated learning (AL).

Front 8

Neurolinguistic programming (NLP) has discovered that learner preferences fall into three categories. What are they?

Back 8

Visual, auditory, and kinesthetic (VAK). NLP distinguishes between what happens "outside" and what happens "inside" of the brain.

Front 9

What learning theory, developed by Howard Gardner, suggests that intelligence is multifaceted and is not fixed?

Back 9

Multiple intelligences.

Front 10

Who developed eight guidelines for facilitating learning, including the idea that effective facilitators establish the initial mood or climate of the group or class experience?

Back 10

Carl Rogers.

Front 11

In right/left brain theory, which side of the brain specializes in logic, mathematics, analysis, and sequential processing of events?

Back 11

The left side.

Front 12

What are the lowest and highest tiers in Maslow's hierarchy of needs?

Back 12

physiological needs and self-actualization.

Front 13

What are the components of the ADDIE model?

Back 13

analysis (or assessment), design, development, implementation, and evaluation.

Front 14

According to Gagne's nine events of instruction, what is the first thing a trainer must accomplish?

Back 14

Gain the learners attention.

Front 15

During what phase of the ADDIE model will the trainer develop instructional objectives?

Back 15

During the design phase.

Front 16

What are 4 key characteristicsof learning?

Back 16

1. Motivation (WIIFM)
2. Goals (I'm ready because I have a goal!)
3. Experience (I'll learn best if I experience it.)
4. Culture (I believe this and I value that.)

Front 17

What did Ned Hermann say?

Back 17

Hermann said that brain-dominance affects how people work, and communicate; it makes them "prefer" things a certain way.
Upper-left cerebral (C)
Lower-right limbic (S)
Upper-left limbic (i)
Lower-rght cerebral (D)

Front 18

What did Carl Rogers offer us?

Back 18

Rogers offers us the concept of learner-centered facilitation. He said there are 8 guidelines to consider to be an effective facilitator:
1. Create the right mood.
2. Clarify indivdual and collective goals.
3. Value the learner's motivation and trust her purpose.
4. Organize the widest range of resources.
5. Serve as a flexible resource.
6. Accept intellectual content AND emotional response.
7. Be a participant learner.
8. Accept your own (facilitator) limitations.

Front 19

What is ACCELERATED LEARNING (AL)?

Back 19

The purpose of AL is to involve both hemispheres, cortex, and limbic systems in the learning. To do so will enhance and accelerate the learning.
The learning environment must be:
POSITIVE, COMFORTABLE, COLORFUL, WITHOUT BARRIERS, SUPPORTIVE FOR ALL, MULTI-APPROACHED, ACCOMODATING FOR DIFFERENT LEARNING STYLES, FUN, GROUP-BASED

Front 20

What is an INTAKE STYLE?

Back 20

The way(s) that a person prefers to take information. Once the information is taken in, it can be sorted, retained, reproduced, and retrieved. This is tied to VAK.

Front 21

What was one of Howard Gardner's contributions to adult learning theory?

Back 21

Gardner gave us "multiple intelligences" and said intelligence is multi-faceted. He made us think differently about what it means to be "smart." He said most people "hang out" in 3-4 of these intelligences but avoid the rest. He theorized that there were many types of intelligences.

Front 22

How did Gardner define intelligence?

Back 22

He said intelligence was:
-Measurable aptitude
-Aptitude to create and solve problems
-What society/the culture valued

Front 23

What are 7 ways adults can learn more 1quickly?

Back 23

According to AL, adults learn more quickly IF they:
1. are not stressed and can relax
2. believe themselves to be "smart"
3. can tie NEW information to previously learned
4. can work with "more" of their mind
5. have short rather than long learning segments
6. use more of their senses to learn
7. are valued in the learning

Front 24

Contrast "behaviorism" and "cognitivism." Tie both to Bloom's taxonomy.

Back 24

BEHAVIORISM: theory that adults will learn if the desired behavior is reinforced; the behavior will become learned the more it is reinforced. This is tied to "SKILLS" in Bloom's taxonomy. Instructional techniques based in behaviorism include drills, prompting, simulations, role plays, cueing, and modeling.

COGNITIVISM: theory that learning takes place when adults take in and logically process information. It is academically focused+ in thinking and memory. It is the "tell" approach to training and is tied to Bloom's "KNOWLEDGE" level. Instructional techiques based in cognitivism include case studies, diagrams, films, SME's, presentations, debates, and panels.

Front 25

What is one interest that adult learning and instructional design have in Abraham Maslow and his contributions?

Back 25

MASLOW = MOTIVATION. He offered a hierarchy of the needs that motivate people. His theory was that needs are "ranked" from low to high. A person cannot be motivated to meet any need until lower needs are met. WLP pros have to take this hierarchy into account when designing learning because learning is all about motivation. If a participant's lower needs have not been met, motivation for learning is compromised. The hierarchy is arranged like this:
Self-actualization (high)
Esteem
Belongingness
Safety
Physiological

Front 26

Who was Malcolm Knowles and what did he theorize?

Back 26

Knowles drew attention to the differences between pedagogy (teaching children) and androgogy (teaching adults.)

PEDAGOGY
Learner's self concept is dependent
Extrinsically motivated
Readiness to learn related to age & curriculum
Self-centered orientation to learning
Doesn't use experience

ANDRAGOGY
Learner's self concept is self-directed
Intrinsically motivated
Readiness to learn is from life experiences
Problem or task-centered
Uses experience as a resource for self and others

Front 27

Explain Benjamin Bloom's contribution and relate it to adult learning.

Back 27

Benjamin Bloom's taxonomy assists learning design by CLASSIFYING LEARNING OBJECTIVES/OUTCOMES into 3 domains that can influence the design of learning. These outcomes are arranged from simple to complex. The 3 domains are:
1. Cognitive (= Knowledge)
2. Psychomotor (=Skill)
3. Affective (=Attitude)
The taxonomy is:
EVALUATE (complex)
APPLY
ANALYZE
UNDERSTAND
KNOW (simple)

Front 28

When do adults learn?

Back 28

When they NEED to learn.

Front 29

What are 4 key characteristics of learning? In other words, what characterizes WHY adults learn? What makes adults learn?

Back 29

Motivation: (WIIFM) What's in it for me?
Goals: Adults learn when they have goals
Experience: Adults learn if they can "hook" learning onto past experience.
Culture: Adults learn if the learning suits their cultures.

Front 30

Name 6 factors that influence an adult's ability to learn?

Back 30

Stress and time pressures
Job status
Learning environment
Peers
Supervisor
Family situation
Company condition

Front 31

What are 3 advantages of behaviorism? When should a designer consider behaviorist approach to design?

Back 31

BEHAVIORISM
Works best for helping learners acquire specific skills
Is highly specific
Is observable
Ensures behavioral practice - not just theory
Sets up clear objectives

Front 32

What are 3 advantages of cognitivism? When should a designer consider a cognitivist approach to design?

Back 32

COGNITIVISM
Faster than other methods
Treats adults as adults
Doesn't waste people's time
Builds a base of information, rules, and concepts
Provides rationale for action

Front 33

According to Gardner, there are at LEAST 10 types of intelligences.Name five.

Back 33

Spatial
Musical
Social/InTERpersonal (working with others)
InTRApersonal (working alone)
Emotional
Linguistic/verbal
Bodily/Kinesthetic
Logical/Mathematical
Naturalistic
Existential

Front 34

What do WLP pros mean by "building organizational capacity?"

Back 34

Developing a talented workforce to meet business and customer needs.

Front 35

When employees leave the organization, what is the affect?

Back 35

- Intellectual drain
- Cost incurred with re-recruiting, re-hiring, and re-training

The cost of losing ONE employee is calculated at 1.5 times that person's annual salary.

Front 36

According to Kepner & Tregoe, what are the top THREE reasons employees leave their jobs?

Back 36

1. Lack of financial reward
2. Lack of recognition
3. Lack of career development

Front 37

What 4 links connect performance and rewards?

Back 37

1. Measurement of valuable results
2. Accomplishments of results
3. Accomplished results being rewarded
4. Rewarded results being valued

Front 38

In what ways can employers offer VARIABLE PAY OPTIONS to update their compensation practices? Explain each option.

Back 38

1. Special recognition monetary rewards
2. Individual and group variable pay
3. Lump sum awards
4. Stock options

Front 39

Define PERFORMANCE MANAGEMENT.

Back 39

PERFORMANCE MANAGEMENT is the process of developing, deploying, and aligning people to increase business performance.

Front 40

What are two keys to rewarding employees?

Back 40

1. Knowing the needs that motivate employees
2. Monitoring employees to ascertain whether those needs are being met.

Front 41

What do Cynthia Berryman-Find and Charles B. Fink say motivate employees?

Back 41

According to Find and Fink, SEVEN things motivate employees:
1. Achievement
2. Power
3. Affiliation
4. Autonomy
5. Esteem
6. Safety and security
7. Equity (being treated fairly)

Front 42

To understand more about "job design," explain Hackman's and Oldham's suggestions for making jobs more interesting and motivating.

Back 42

These two say that every job has FIVE categories (tied to psychological states behind motivation) that determine how motivating employees will find their job.
1. Skill variety
2. Task identity
3. Task significance
4. Autonomy
5. Feedback

Front 43

How many years "down the road" should training managers be considering so that they can keep pace with change?

Back 43

5 to 10 years

Front 44

What is the primary focus of HR development (HRD)?

Back 44

The primary process of HR development (HRD) is to locate and prepare the appropriate knowledge and skill sets so that that knowledge and skill can be applied to meeting the goals of the organization.

Front 45

In what ways can HR help stimulate employees and drive results?

Back 45

-Performance-based budgets linked to individual outcomes
-Behavior and competency assessments
-Development planning in the form of training plans
-Managing by objective
Job responsibility and KSA eval
-Components of the perf improv process (incl. fdbk)
-Links to the compensation system
-Balance with meeting org goals and objectives

Front 46

What is a "business model?" What are "business objectives?"

Why must the training manager understand these?

Back 46

BUSINESS MODEL: How a business intend to generate revenues and profits

BUSINESS OBJECTIVES: State what the business wants to accomplish

THE LEARNING FUNCTION IS CONSIDERED TO BE A VALUED BUSINESS PARTNER.
The purpose of training is to support business goals by providing the learning needed by employees to make change and to sustain desired performance. If the training manager doesn't understand this, (s)he cannot ensure that the learning function is living up to its perceived value in the organization.

Front 47

What are "business drivers?" Give examples of internal and external ones.

Back 47

Business drivers are forces that direct the organization's strategies, goals, and needs.

Internal drivers - technology, systems, processes, policies, employees
External drivers - government, law, global economy, perceptions, restrictions,

Front 48

Define "corporate success measures."

Back 48

How a business measures its success

Front 49

In addition to examining the organization's goals, plans, and purposes, why should the WLP consider the organization's culture and values?

Back 49

Because organizational culture and what the organization values play a big part in whether or not the plans, goals, and purposes will be met. The WLP pro should take "inventory" of these thing by looking at the company's history, mission and goals, strategy, tactics, vision, and plans.

Front 50

What is meant by "environment" when referring to that which affects an organization?

Back 50

"Environment" refers to the surrounding context that will have direct impact on a business or organization. This environment has external, internal, employees, and contractual components that affect the business or organization.

Front 51

What are "knowledge exchanges?"

Back 51

"Knowledge exchanges" are networks for groups in the organization to share information, transfer knowledge, and access specialized knowledge. These networks are rooted in the idea that most of the information that resides in an organization resides in the brains of its employees and they are a way to get information "out of ONE head and into to MANY others."

Front 52

Why do WLP pros have to understand external systems? What are the levels of external systems?

Back 52

WLP pros have to understand external systems because they have a direct effect on designing and delivering training. Levels of external systems are external environmental factors and external relationships.

Front 53

Define "environmental scan."

Back 53

Inventory of FORCES THAT INFLUENCE the way an organization functions. AN ENVIRONMENTAL SCAN analyzes both INTERNAL and EXTERNAL influences.

Front 54

What factors are a part of the environmental scan and influence the direction of an organization?

Back 54

Political Economic Sociological
Cultural Global Technological Employment

Front 55

What are some external relationships that would be part of an environmental scan and therefore influential in the direction of an organization?

Back 55

Partnerships are a component of the external environment. These partnerships/relationships might include: customers, vendors, competitors, community, charities, employees.

Front 56

Why should WLP pros be concerned with legalities, regulations, and ethics when it comes to training?

Back 56

Because if creative training design and delivery or pose perceived or real compromises to safety, ethics, law, and/or feelings of inclusion, then they are counter-learning.

Front 57

Within HRD, a decision to select someone for a training program is a ____________________.

Back 57

Test

Front 58

What is one important legal issue for HR and the training department?

Back 58

To LAWFULLY select people to participate in training and development programs. AN EMPLOYER (HR) ALWAYS HAS TO PROVE THAT A REQUIREMENT FOR EMPLOYMENT IS RELATED TO PERFORMANCE OF THE JOB. (Diane - think FDR)

Front 59

When designing/delivering training in different languages, what must the WLP pro ensure for participants?

Back 59

That the written, spoken, and printed words are understandable; that the intent, imagery, and nuances of the content and delivery are acceptable; that the language, accent, dialect, and delivery of/from the trainer is understandable and inclusive.

Front 60

What act permits noncoercive employer free speech? Why is this important for trainers to be aware of?

Back 60

The Labor-Management Relations Act.
Because training should not use any examples, case studies, or role plays that infringe on a person's personal philosophy or belief system.

Front 61

How do training managers work with unions as partners?

Back 61

By working with the unions to determine/define what type of training should be provided and to keep records of records related to training.

Front 62

List some things that canNOT be copyrighted.

Back 62

Ideas, processes, procedures, methods of operations, concepts, principles, or discoveries.

Front 63

What is meant by "fair use standards?"

Back 63

Standards that limit the exclusive rights of the copyright holder/author/proprietor. Standards that allow others to use copyrighted material in a reasonable manner without consent. Even so, training managers should always "do their homework" with regard to citing and crediting copyrighted work.

Front 64

What is "public domain?'

Back 64

Refers to time and conditions under which a work was published. Work in the "public domain" does not require permission for use from the copyright holder.

Front 65

Competition between companies in the same business could very well drive_____________________.

Back 65

Unethicalness

Front 66

How does ASTD define learning technologies?

Back 66

Electronic technologies that deliver information and facilitate the development of skills and knowledge.

Front 67

What does an organization have to consider when selecting learning technologies?

Back 67

Cost
Learner characteristics
Evidence of the technology's effectiveness
Time
Types of skills to be learned

Front 68

What does a designer specifically have to consider when recommending/choosing a combination of learning technologies?

Back 68

The designer wants to pair instructional, presentation and distribution methods to create effective learning. Consideration should be given to design elements, software capability, hardware requirements, instructor materials and formats, delivery platforms, and ancillary materials.

Front 69

What does an organization have to consider to implement a new learning technology?

Back 69

Internal groups with which to partner
Understanding different role responsibilities
Understanding organizational goals

Front 70

Contrast "terminal" and "enabling" objectives.

Back 70

Terminal: Long-term/end product or outcome

Enabling: Short-term needed to get to the end product or outcome

Front 71

Name some differences between online/WBT classes and live, instructor-led classes.

Back 71

Online/WBT

Live/Instructor-led

Front 72

What are some things designers have to consider, understand, and know before starting a learning project?

Back 72

*Sponsor's request
*Business need
*Desired performance
*Task involved in the performance
*Learners and influences on them
*Project contraints

Front 73

Where in ADDIE does the Level 1 evaluation take place? what is evaluated at this phase?

Back 73

IMPLEMENTATION
-Learner's ability to meet objectives
-Facilitators evaluate program design
-Materials are reviewed
-Class format, size, and other peripherals
-Evaluation suggests modification

Front 74

Who is ROGER GLASER and what did he offer?

Back 74

First used the term "criterion-referenced measures" to test an individual's behavior in relation to an objective standard. Assesses the learners' entry level behavior and to what extent learners have developed mastery through an instructional program/event.

Front 75

Why is a needs analysis conducted?

Back 75

To understand more about the issue and to ensure that what is needed can be addressed through training.

Front 76

What is an instructional design system?

Back 76

An inter-related number of components that are part of delivering instruction to the learner.
ALL INPUTS - what goes IN
ALL OUTPUTS - what comes OUT

Front 77

Who was ROBERT GAGNE and what did he offer?

Back 77

Described FIVE domains of learning. NINE events of instruction. Established learning hierarchies that pointed out that learners HAVE to acquire prerequisite skills before attempting higher level ones. Based his work on how adults 1. sense, 2. process, 3 store to memory

Front 78

Describe GAGNE's nine events of instruction.

Back 78

1. Get attention
2. State objectives
3. Tie to previous learning
4. Provide the information
5. Demonstrate/guide
6. Provide opportunity for practice
7. Feedback
8. Assess performance
9. Apply to job

Front 79

How is instruction usually sequenced within a framework of tasks, topics, and problem solving?

Back 79

1. Chronological 2. Topical 3. Procedural 4. Prob & Sol
5. General to specific 6. Simple to complex
7. Overview, demo, practice 8. Known to unknown (v v)
9. Less risky to more risky

Front 80

In the ANALYSIS phase of ADDIE, what must designers identify?

Back 80

-if training is the answer
-goals and objectives
-resources
-audience
-additional data needed

Front 81

When the "knowing-doing" gap exists, training is NOT the answer. What might be other reasons for the "knowing-doing" gap?

Back 81

LACK OF:
*Motivation
*Tools
*Information (info is not provided)
*Health
*Structure of process

Front 82

What are some methods for collecting data in the ANALYSIS phase of ADDIE?

Back 82

*Focus group
*Interviews
*Panels of SMEs
*Surveys
*Review of pre-existing data/records
*Existing program review

Front 83

Before getting started, what do Instructional Designers need to know?

Back 83

1. Sponsor's request
2. Business need for the project
3. Desired performance
4. Task involved in the performance
5. Learners and influences on them
6. Project constraints

Front 84

What did ROBERT MAGER say?

Back 84

Said that a learning goal should be broken down into smaller tasks or learning objectives. Said behavioral objectives should have 3 components:
1. BEHAVIOR - specific and observable
2. CONDITION - conditions for behaviors to occur
3. STANDARD - desired level of performance

Front 85

What are "terminal" and "enabling" objectives?

Back 85

Terminal (end-results objectives, long term)
Enabling (steps to the end result, short term)

Front 86

What is the IDEA behind instructional system design (ISD)?

Back 86

Training is most effective when it gives the learner a clear statement of what they must be able to do as a result of the training and how their performance will be evaluated. ISD (done correctly) ensures that training is effective.

Front 87

Why does ISD work well?

Back 87

ISD works well because it produces observable, measurable elements that can be replicated. These elements are analytical methods, objective, evaluations, designs and more.

Front 88

Explain ADDIE in terms of:
INPUT
PROCESS
OUTPUT

Back 88

INPUT: Analysis
PROCESS: Design, Development, Evaluation
OUTPUT: Implementation

Front 89

What are "interventions" to the WLP?

Back 89

Solutions that do not involve training.

Front 90

What did BARBARA SEELS & RITA GLASGOW say?

Back 90

Design occurs w/in the context of Project Management.
1. Needs analysis management (A)
2. Instructional design management (D) (D)
3. Implementation & evaluation management (I) (E)

[ADDIE]

Front 91

What is "diffusion?"

Back 91

DIFFUSION is promoting the adoption and promotion of the project as a DYNAMIC process. Members of design teams may change depending on phase.

Front 92

What is A B C D when it comes to objectives?

Back 92

A - Audience
B - Behavior
C - Context/Conditions
D - Degree

[SMART GOALS]

Front 93

Line up how a business need ends up driving the specifics of training.

Back 93

Business need > Performance need > Training need >
Specifics of training > Other relevant data not in training

Training adds value only when it serves a business need.

Front 94

For the WLP pro, what's the difference between a GOAL and an OBJECTIVE?

Back 94

A goal is a statement of desired outcome

An objective is a detailed statements about outcome of the learning.

Front 95

What are SIX steps to conducting a needs assessment?

Back 95

1. Define objectives (Why are you doing the assessm?)
2. Identify necessary data (What data do you need to
fulfill the objectives?)
3. Select data collection methods (What methods will you use to get data you need?)
4. Collect data
5. Analyse/confirm data (What is the data telling you?)
6. Prepare final report (Write what you found out)

Front 96

What are the 3 levels of needs assessment?

Back 96

1. ORGANIZATIONAL (Biggest)
2. TASK (Bigger)
3. INDIVIDUAL (Big)

Front 97

What did the DICK & CAREY model say?

Back 97

1. Identify instructional goals
2. Conduct instructional analysis and analyze learners and contexts
3. Write performance objectives
4. Develop assessment instruments
6. Develop instructional strategy
7. Design & conduct formative eval of instruction
8. Design and conduct summative evaluation
Revise instruction throughout model