Chapter 2 Flashcards
SABPP definition of L&D
describes L&D as the practice of providing occupationally directed and other learning activities that enable and enhance knowledge, practical skills and workplace experience
and behaviour of individuals and teams based on current and future occupational requirements for optimal organisational performance
competencies
typical behaviours that individuals demonstrate when performing tasks ncessary for producing occupation-related and or job related outcomes within a given organisation
relate to spesific work tasks or job outputs that have to be avhieved to demonstrate satisfactory job performance
compentency frameworks
used to define dimensins of a job and provide criteria by which the effectiveness of performance can be evaluated
attitudes and beliefs
influence employee behaviour and can either support or restrain employee development of new competency
influence motivation
attitudes
general positions of approval or disapproval that we have towards specific situations, ideas, events or people
influence motivation - should be considered in training interventions
knowledge
accumulated information, facts, principles and procedures associated with a specific subject that individuals collect and store in their memories as time goes by
cognitive outcome of learning programme
process information and attach meaning to it
explicit vs tacit knowledge
explicit - quantifiable and easily transferred and reproduced
tacit - understanding and application
- often combined with experience and interpretation
- consequently more difficult to include in learning programme
skills
ability to execute job to certain standard
need to be performed to acceptable level to ensure effective job performance
procedural knowledge component
range of skills
manual or technical
application of spesific competencies such as knowledge and skills to perform a task
interpersonal skills
analytical and problem-solving skills involved in making sense of complex situations, applying judgement and making decisions
learning
relatively poermanent change un behaviour ir potential behaviour as a result of productive interaction with one’s surroundings
implies sustained change as it is expected to increase performance
long term/sustained and not short term
components of employee performance
ability to perform
motivation to perform
opportunity to perform
implicit learning
unconscious knowledge that people use daily
not always aware of knowledge gained, apply knowledge to situations that required it
cannot describe how they acquired it
automatic
leads to implicit knowledge
explicit learning
conscious and deliberate effort and thought
educational institutions
memorising, problem solving, and understanding
characteristics of adult learning that effect learning process
- motivation or need to know
- readiness to learn
- mastery orientation
- performance orientation
- experience level
lifelong learners ability
- develop and be in touch with curiosities
- formulate questions that can be answered through enquiry
- indentify information required to answer different kinds of questions
- locate most relevant and reliable sources of information
- select and use most efficient methods of collecting the required information
-organise, analyse and evaluate informatin to get valid answers - generalise and apply and communicate answers
