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MGMT 412 > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

refers to a relatively permanent change in human capabilities that can include KSAs that are not the result of growth processes.

A

learning

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2
Q

refers to trainees effectively and continually applying what they have learned in training to their jobs.

A

transfer of training

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3
Q

refers to a trainees ability to apply what they learned to on the job problems and situations that are similar but not necessarily identical to those problems and situations encountered in the learning environment.

A

generalization

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4
Q

refers to the process of trainees continuing to use what they learned over time.

A

maintenance

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5
Q

includes names or labels, facts, and bodies of knowledge.

A

verbal information

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6
Q

include concepts and rules which are critical to solve problems, serve customers, and create products.

A

intellectual skills

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7
Q

include coordination of physical movements.

A

motor skills

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8
Q

are a combination of beliefs and feelings that predispose a person to behave a certain way.

A

attitudes

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9
Q

regulates the processes of learning.

A

cognitive strategies

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10
Q

emphasizes that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors.

A

reinforcement theory

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11
Q

emphasizes that people learn by observing other persons whom they believe are credible and knowledge.

A

social learning theory

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12
Q

is a person’s judgement about whether they can successfully learn knowledge and skills.

A

self efficacy

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13
Q

means offering words of encouragement to convince others they can learn.

A

Verbal persuasion

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14
Q

involves perceiving a relationship between a new task and a task already mastered.

A

logical verification

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15
Q

involves having employees who already have mastered the learning outcomes demonstrate them for trainees.

A

modeling

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16
Q

involves having employees to build a history of successful accomplishments.

A

past accomplishments

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17
Q

assumes that behavior results from a person’s conscious goals and intentions.

A

goal setting theory

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18
Q

refers to the goals held by a trainee in a learning situation. Includes learning or performance orientation.

A

goal orientation

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19
Q

relates to trying to increase ability or competence in a task.

A

learning orientation

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20
Q

refers to learners who focus on task performance and how they compare to others.

A

performance orientation

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21
Q

a deficiency that a person is experiencing at any point in time.

A

need

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22
Q

these are beliefs about the link between trying to perform a behavior and actually performing well.

A

expectancies

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23
Q

a belief that performing a given behavior is associated with a particular outcome.

A

instrumentality

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24
Q

the value that a person places on an outcome.

A

valence

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25
Q

the theory of adult learning.

A

andragogy

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26
Q

refer to training objectives that are linked to learning specific skills that are to be identically produced by the trainee on their job.

A

closed skills

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27
Q

these are linked to more general learning principles.

A

open skills

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28
Q

proposes that transfer of training occurs when what is being learned in the training session is identical to what the trainee has to perform on the job.

A

theory of identical elements

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29
Q

refers to the extent to which the training environment is similar to the work environment.

A

fidelity

30
Q

refers to trainees ability to apply learned capabilities exactly to the work situation.

A

near transfer

31
Q

suggests that the way to understand the transfer of training issue is to construct training so that the most important features or general principles are emphasized.

A

stimulus generalization approach

32
Q

refers to the trainees ability to apply learned capabilities to the work environment event the the work environment is not identical to that of the training sessions.

A

far transfer

33
Q

refers to behaviors that can be used successfully in a wide variety of situations.

A

key behaviors

34
Q

the likelihood of transfer depends on the trainees ability to retrieve learned capabilities.

A

cognitive theory of transfer

35
Q

refers to the mental state that the learner brings to the instructional process.

A

expectancy

36
Q

refers to the ability to organize the message from the environment so that it could be processed and acted upon.

A

perception

37
Q

rehearsal and repetition of information occur allowing material to be coded for memory.

A

working storage

38
Q

refers to the actual coding process of incoming messages.

A

semantic coding

39
Q

the simplest learning strategy, focuses on learning through repetition.

A

rehearsal

40
Q

requires the learner to find similarities and themes in the training in the training material.

A

organizing

41
Q

requires the trainee to relate the training material to other, more familiar knowledge, skills, or behaviors.

A

elaboration

42
Q

involves ID learned material in long term memory and using it to influence performance.

A

retrieval

43
Q

refers to the feedback that the learner receives as a result of using learning content.

A

gratifying

44
Q

concrete experience, reflective observation, abstract conceptualization, an active experimentation

A

learning cycle

45
Q

diverger, assimilator, converger, accommodator

A

4 learning style types

46
Q

refers to the trainers manipulation of the environment in order to help trainees learn.

A

instruction

47
Q

refers to the purpose and expected outcome of training activities.

A

objective

48
Q

refers to the physical, intellectual, and emotional environment in which training occurs.

A

training context

49
Q

refers to the physical or mental rehearsal of a task, knowledge, or skill to achieve proficiency in performing the task or skill or demonstrating the knowledge.

A

practice

50
Q

refers to individual control over one’s thinking.

A

metacognition

51
Q

refers to the learner’s involvement with the training material and assessing their progress toward learning.

A

self regulation

52
Q

outlines, texts, diagrams, and graphs that help trainees organize the info that will be presented and practiced.

A

advance organizers

53
Q

must be able to perform the objective several times.

A

overlearning

54
Q

refers to giving trainees opportunities to make errors during training.

A

error management training

55
Q

conditions are those in which individuals practice a task continuously without resting.

A

massed practice

56
Q

intervals of rest within practice sessions.

A

spaced practice

57
Q

refers to the degree to which a task requires a number of distinct behaviors, the number of choices involved in performing the task, and the degree of uncertainty uncertainty in performing the task.

A

overall task complexity

58
Q

refers to the degree which uncertainty in performing the task.

A

mental requirements

59
Q

refers to the degree to which the task requires the person to use or demonstrate physical skills and abilities to perform and complete the task.

A

physical requirements

60
Q

refers to making performance of a task recall of knowledge or demonstration of a skill so automatic that it requires little thought or attention.

A

automatization

61
Q

is information about how well people meeting the training objectives.

A

feedback

62
Q

means that the learner interacts with the training content.

A

learner content interaction

63
Q

refers to interaction between the learner and the expert.

A

learner instructor interaction

64
Q

refers to interaction between learners, with or without an instructor.

A

learner learner interaction

65
Q

refers to groups of employees who work together from each other and develop a common understanding of how to get work accomplishment.

A

communities of practice

66
Q

refers to coordinating activities before, during, and after the program.

A

training administration

67
Q

refers to a personas attempt to control certain aspects of decision making and behavior.

A

self management

68
Q

takes place when the trainee uses previously learned, less effective capabilities instead of trying to apply the capability emphasized in the training program.

A

lapses

69
Q

refers to trainees perceptions about a wide variety of characteristics of the work environment that facilitate or inhibit the use of trained skills or behavior.

A

climate for transfer

70
Q

refer to processes within the learner that must be present for learning to occur.

A

internal conditions

71
Q

refer to processes in the learning environment that facilitate learning.

A

external conditions

MGMT 412 (8 decks)

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