Ch. 6 Organizational Learning

Question 1

Learning Styles

Answer 1

• Actually not a lot of evidence to support people having different learning styles

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Question 2

Gold Standard

Answer 2

• 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

Question 3

3 phases of skill acquisition:

Answer 3

• 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

Question 4

Proceduralization (automaticity)

Answer 4

• Proceduralization – a set of cognitive rules: If A happens, then B is needed
• Automaticity – A state of rapid performance that requires little cognitive effort

Question 5

Mental models

Answer 5

• the way knowledge is organized

- Experts have mental models and know when certain knowledge is applicable and when it is not

Question 6

Meta-cognition

Answer 6

• An individual’s knowledge and control over his or her cognitions
• Experts have greater understanding of tasks and their own capabilities

Question 7

Organizational analysis

Answer 7

Identify the organization’s primary strategic objectives

Question 8

Task analysis

Answer 8

Identify whether there are some tasks that are consistently performed poorly

Question 9

Person analysis

Answer 9

• 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

Question 10

Shift from instructor

Answer 10

• 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

Question 11

Computer-based training (e-learning)

Answer 11

• Learning can occur through audio & visual conferencing, threaded discussions, chat rooms, file sharing, or through more formal training modules

Question 12

Non-computer-based training

Answer 12

• Probably more expensive and less customizable

Question 13

Programmed Instruction

Answer 13

• 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

Question 14

Intelligent Tutoring Systems

Answer 14

• Uses concept of artificial intelligence to tailor instruction to trainee
• Like computer adaptive testing, continuously modifies level of instruction to pattern of trainee

Question 15

Interactive Multimedia Training

Answer 15

• 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

Question 16

Virtual Reality Training

Answer 16

• Simulates real life in artificial 3-D environment

Question 17

Business Games

Answer 17

• Simulates a business environment with specific objectives to achieve and rules for trainees to follow

Question 18

Role-playing

Answer 18

• Training method often aimed at enhancing either human relations skills or sales technique

Question 19

Behavior Modeling

Answer 19

• Imitate the behavior of another person who has good performance
• Other trainers watch and provide reinforcement for appropriate imitation

Question 20

Active Learning Approaches

Answer 20

• 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)

Question 21

Error Management Training

Answer 21

• Theoretical benefit of learning from mistakes,

- Employees encouraged to make errors and then learn from their mistakes

Question 22

Self-Regulatory Training

Answer 22

• Prompting trainees to monitor and adjust their actions and reactions
• Develop meta-cognitions during training process

Question 23

Diversity Training - Surface-level vs. deep-level diversity

Answer 23

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

Question 24

Many diversity training programs focus on diversity awareness to:

Answer 24

• increase trainee knowledge
• find common ground
• challenge belief systems

Question 25

Expatriate Training

Answer 25

• 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

Question 26

EEOC definition of sexual harassment

Answer 26

• Unwelcome sexual advances

- Interferes with ability to do work

Question 27

Quid pro quo vs. hostile work environment

Answer 27

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

Question 28

Sexual harassment training programs (content)

Answer 28

• Sensitivity to others’ values
• Personalized differences and preferences
• Workplace romances

Question 29

Excellent companies develop managers

Answer 29

• 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

Question 30

Critical management skills: Personal & Interpersonal

Answer 30

• Personal: developing self-awareness, managing stress, solving problems creatively
• Interpersonal: Communicating supportively, gaining power and influence, motivating others, and managing conflict.

Question 31

Mentors (in the workplace)

Answer 31

• More senior or experienced individuals who advice and shepherd new people in the formative years of their career

Question 32

Three-factor model of mentoring

Answer 32

• Frequency of meetings
• Scope – breadth of subjects (psychosocial vs. task-related)
• Strength of influence

Question 33

Benefits

Answer 33

• 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

Question 34

Executive Coaching

Answer 34

• 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

Question 35

Types of skills that can be learned

Answer 35

• 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

Question 36

Transfer of training

Answer 36

-The degree to which the knowledge and skills learned in training are applied in the actual job
People must be motivated and supported

Question 37

Learning Process

Answer 37

• Acquiring knowledge (know that)
• Acquiring knowledge for use (know how)
• Building performance capability through practice

Question 38

Work Process

Answer 38

• Application for job-specific proficiency
• Repeating and maintaining application
• Generalizing for far transfer

Question 39

Internal criteria

Answer 39

• 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?

Question 40

External criteria

Answer 40

• 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