Ch 7 Flashcards
Learning
A relatively permanent change in behavior and human capabilities produced by experience and practice
Cognitive outcome
Types of learning outcome that includes declarative knowledge, or knowledge of rules, facts, or principles
Skill-based outcome
Type of learning outcome that concerns the development of motor or technical skills
Affective outcome
Type of learning outcome that includes attitudes or beliefs that expose a person to behave in a certain way
Performance
Actions or behaviors relevant to the organizations goals; measured in terms of individuals proficiency
Training needs analysis
Three-step process of organizational tasks in person analysis; a card to develop a systematic understanding of where training is needed, what needs to be taught or trained, and who will be trained
Organizational analysis
Component of training needs analysis that examines organizational goals, available resources, and the organizational environment; helps to determine where training should be directed
Task analysis
Component of training needs analysis that examines what employees must do to perform the job properly
Competencies
Sets of behaviors, usually learn through experience, that or instrumental in the accomplishment of desired organizational results or outcomes
Person analysis
Component of training needs analysis that identifies which individuals in an organization should receive training and what kind of instruction they need
Trainee readiness
Refers to whether employees have the personal characteristics necessary to acquire knowledge from a training program and apply it to the job
Performance orientation
Orientation in which individuals are concerned about doing well training being evaluated positively
Mastery orientation
Orientation in which individuals are concerned with increasing their competency for the task at hand, they view errors and mistakes as part of the learning process
Trainee motivation
Extent to which trainees are interested in attending training, learning from training, and transferring the skills and knowledge acquired in training back to the job
Expectancy frame work
Approach in which employees expectations about the relationship between how much effort they expand and how well they perform are important to their motivation and learning
Social learning theory
Cognitive theory that proposes that there are many ways to learn, including observational learning which occurs when people watch someone perform a task and then rehearse those activities mentally until they have an opportunity to try them out
Behavioral modeling
Learning approach they consists of observing actual job incumbents or videos who demonstrate positive behaviors, rehearsing the behavior using a role playing technique, receiving feedback on the rehearsal and trying out the behavior on the job
Self efficacy
Belief in ones capability to perform a specific task or reach s specific goal
Goal setting
Motivational approach in which specific, difficult goals direct attention and improve performance in training and on the job
Feedback
Knowledge of the results of one’s actions; enhances learning and performance in training and on the job
Active practice
Approach that involves actively dissipating in a training or work task rather than passively of serving someone else performing the task
Automaticity
Result that occurs when tasks can be performed with limited attention; likely to develop when learners are given extra learning opportunities after they have demonstrated mastery of the task
Fidelity
Extent to which the task trained is similar to tasks required on the job
Physical fidelity
Extent to which the training tasks mirrors the physical features of the task performed on the job
