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
classic theories of learning
- behaviouristic
- cognitive
- social
- humanist
implications of behaviourist theories on learning intervention
subject focused
learning outcomes will focus on clearly specified behaviours, skills and competencies
assumes learners are passive recipients of input and the L&D professional is the expert in control
formal environment
rely heavily on learning practioner
bite-sized chuncks of information, instruction and reinforcement, role plays, repeated practice and repeated instructions
not recommended for more complex learning outcomes
cognitive information processing
- senses must pass on information
- attention
- appropriate pattern must exist in sensory memory for pattern recognition
- new information enters working memory
- conscious processing then starts to take place - information retrieved from long term memory and used for processing new information
cognitive approach influence on learning intervention
- problem solving and tadk focused
- role of facilitator and presenter
- participants = active role and demonstrate self-directed and self-evaluating behaviours
- cognitive information processors and the L&D professional is an expert who (being in control of process) will vary fromat of training to accomodate learning style
- internally motivated and environment is mutually respectful, collaborative and relaxed
- not recommended for more complex learning
- focus on memory, not ability and inappropriate use of learning style models
social learning perspective influence on learning intervention
- learning = social process
- learning, learner and social environment all interconnected
- group work and social interaction
- social media via mobile and internet technology should be utilised
modern theories of learning
- experiental learning
- action learning
- preferred learning styles
- mentoring and coaching
- connectivist learning theory
experiential learning
- cyclical, dynamic, continuous process
- active process
- not passive recipients of information
- progression through 4 stages
4 stages of experiential learning
- reflective observation
- abstract conceptualisation and generalisation
- active experimentation
- concrete experiences
