Ch. 6 Organizational Learning Flashcards
1
Q
Learning Styles
A
- Actually not a lot of evidence to support people having different learning styles
-
2
Q
Gold Standard
A
- Identifying people’s learning styles and then assigning A learners to either A or B teaching style and then B learners to either A or B teaching styles
- If A learns better in A than B, and B learns better in B than A, this theory would be supported
- Minimal and even contradicting evidence
- Perhaps variety of teaching styles to mix it up is important
3
Q
3 phases of skill acquisition:
A
- Declarative knowledge – individual has knowledge about facts and things
- Knowledge compilation – the process by which people integrate the sequences of cognitive and motor processes required to perform the task
- Procedural knowledge – individual has automatized the skill and can perform the task efficiently with little attention
4
Q
Proceduralization (automaticity)
A
- Proceduralization – a set of cognitive rules: If A happens, then B is needed
- Automaticity – A state of rapid performance that requires little cognitive effort
5
Q
Mental models
A
- the way knowledge is organized
- Experts have mental models and know when certain knowledge is applicable and when it is not
6
Q
Meta-cognition
A
- An individual’s knowledge and control over his or her cognitions
- Experts have greater understanding of tasks and their own capabilities
7
Q
Organizational analysis
A
Identify the organization’s primary strategic objectives
8
Q
Task analysis
A
Identify whether there are some tasks that are consistently performed poorly
9
Q
Person analysis
A
- Which workers should be trained?
- Maybe not all employees are performing poorly or, from a development standpoint, maybe there are employees you want to learn skills for advancement
10
Q
Shift from instructor
A
- led classroom toward learner-centered, technology-based (computer-based) training
- Role of training is to encourage learning the various (and evolving) ways the performance objectives can be obtained
11
Q
Computer-based training (e-learning)
A
- Learning can occur through audio & visual conferencing, threaded discussions, chat rooms, file sharing, or through more formal training modules
12
Q
Non-computer-based training
A
- Probably more expensive and less customizable
13
Q
Programmed Instruction
A
- Regarded as basis from which all other computer-based training was derived
- Self-paced learning
Information presented to trainee, question is asked, if correct answer, program proceeds to next question - Estimated 80% of companies use programmed instruction
14
Q
Intelligent Tutoring Systems
A
- Uses concept of artificial intelligence to tailor instruction to trainee
- Like computer adaptive testing, continuously modifies level of instruction to pattern of trainee
15
Q
Interactive Multimedia Training
A
- More technologically sophisticated
Includes text, photos, graphics, videos, animation, and sound - Rich simulation of real-life job situation
- Allows trainee to make decisions and receive immediate feedback on the quality of decisions
- Learn skills in a nonthreatening environment, where error consequences are not high
16
Q
Virtual Reality Training
A
- Simulates real life in artificial 3-D environment
17
Q
Business Games
A
- Simulates a business environment with specific objectives to achieve and rules for trainees to follow
18
Q
Role-playing
A
- Training method often aimed at enhancing either human relations skills or sales technique
19
Q
Behavior Modeling
A
- Imitate the behavior of another person who has good performance
- Other trainers watch and provide reinforcement for appropriate imitation
20
Q
Active Learning Approaches
A
- Put trainees in control of their learning
Can be computer or non-computer based - Based on assumption that learning occurs inductively (bottom-up)
Rather than deductively (top-down)
21
Q
Error Management Training
A
- Theoretical benefit of learning from mistakes,
- Employees encouraged to make errors and then learn from their mistakes
22
Q
Self-Regulatory Training
A
- Prompting trainees to monitor and adjust their actions and reactions
- Develop meta-cognitions during training process
23
Q
Diversity Training - Surface-level vs. deep-level diversity
A
Surface-level – demographic differences that are easily seen
Deep-level – personality and values unknown at first glance
Goal - To reduce barriers, such as values, stereotypes, and managerial practices, that constrain employee contributions to organizational goals and personal development
24
Q
Many diversity training programs focus on diversity awareness to:
A
- increase trainee knowledge
- find common ground
- challenge belief systems
25
Expatriate Training
- Expatriates serve in overseas assignments
- Global business results in greater number of expatriates
- Expatriates can experience cultural adjustment problems
- Training focus should include:
An understanding of different customs, etiquette, gestures
Training should include family members
26
EEOC definition of sexual harassment
- Unwelcome sexual advances
| - Interferes with ability to do work
27
Quid pro quo vs. hostile work environment
Quid pro quo – sexual compliance is made mandatory for promotion, favors, or retaining one’s job
Hostile work environment – less blatant than quid pro quo and refers to conditions in workplace that are regarded as offensive such as unwanted touching and off-color jokes
28
Sexual harassment training programs (content)
- Sensitivity to others’ values
- Personalized differences and preferences
- Workplace romances
29
Excellent companies develop managers
- Part of performance management is identifying future managers and giving them necessary skills through training
- Good for company and good for the individual who wants to develop
30
Critical management skills: Personal & Interpersonal
- Personal: developing self-awareness, managing stress, solving problems creatively
- Interpersonal: Communicating supportively, gaining power and influence, motivating others, and managing conflict.
31
Mentors (in the workplace)
- More senior or experienced individuals who advice and shepherd new people in the formative years of their career
32
Three-factor model of mentoring
- Frequency of meetings
- Scope – breadth of subjects (psychosocial vs. task-related)
- Strength of influence
33
Benefits
- For mentee: Increased visibility, protection from politics, and career coaching; Faster rates of promotion, higher motivation, and more positive interpersonal relationships at work
- For mentor: Greater personal satisfaction in their work lives
34
Executive Coaching
- Coach from outside the organization (external) helps executive learn adaptive new skills
- Coach does not have licensure and may not have specific industry knowledge
Focus is on developing a broader set of skills
35
Types of skills that can be learned
- Interpersonal
- Communication
- Cognitive
- Leadership
- Self-management
Geared specifically to individual problems and needs
People vary in their levels of coachability
Coaching is related to substantial improvements in performance
36
Transfer of training
-The degree to which the knowledge and skills learned in training are applied in the actual job
People must be motivated and supported
37
Learning Process
- Acquiring knowledge (know that)
- Acquiring knowledge for use (know how)
- Building performance capability through practice
38
Work Process
- Application for job-specific proficiency
- Repeating and maintaining application
- Generalizing for far transfer
39
Internal criteria
- Reaction criteria – refer primarily to the participants’ reactions to the training program
- Learning criteria – what knowledge has been acquired, skills improved, or attitudes changed as a result of training?
40
External criteria
- Behavioral criteria – actual changes in performance once the employee is back on the job
- Results criteria – the economic value of the training program to the company
