Final Flashcards
Cognitive Strategies
help a learner zoom in on what information is important. Ex; pneumonic devices, acronyms, flash cards
Self Efficacy
how a person views their capacity to learn at that time.
Learning Theory: Reinforcement Theory
a learning theory that is a relationship of actions and consequences. Ex; positive reinforcement, negative reinforcement, punishment
Social Learning Theory
learning theory that focuses on 4 (or 3) elements being: verbal persuasion, logical verification, modeling, past accomplishments
Verbal Persuasion (Social Learning Theory)
all about giving someone encouraging words to improve self efficacy; making them believe they are capable of learning through positive words
logical verification (Social Learning Theory)
Trainers or managers can link a new skill or task to on e that they have already been successful in. This boosts self-efficacy.
Modeling (social learning theory)
watching someone else who is a peer successfully accomplish the task or skill being learned by the trainee.
Past Accomplishment
allowing employees to build a history of successful accomplishments. If managers place employees in a position in which they are likely to succeed, they will have a more positive outlook on learning new things.
Goal Setting Theory (Goal Theories)
people will act when they have a conscious goal to accomplish. This directs their energy and attention
Goal Orientation (Goal Theories)
If a trainee personally sets a goal of what they want to get out of training or what they want to learn more about.
Learning Orientation (goal theories)
Related to trying to increase ability or competence in a task
Need Theories
a need motivates a learner because without learning the skill or competency, they will be losing something that is necessary for life to continue. Ie; Maslow’s Hierarchy, Alderfer, and McClelland.
Performance Orientation (goal theories)
comparative learners who review their performance throughout the learning process and see how they stack up against their peers.
Alderfers Theory (Need Theory)
if higher level needs aren’t met, revert to lower level needs
McClelland (Need Theory)
Needs for achievement
Adult Learning Theory
AKA Androgogy 1. Need to know why 2. Self Directed 3. Bring more work-related experiences. 4. Problem-centered approach 5. Motivated to learn intrinsic and extrinsic
Pedagogy
Science of teaching children 1. Passive learners 2. Do not bring any former experience to enrich learning.
Information Processing Theory
The theory of how your brain processes information. Ex: stimulus/message-> receptors->sensory register->Short-term memory->longterm memory-> response generator-> effectors, etc.
Expectancy theory
mental state that the learner brings to the instructional process. This contributes to the learning process because a learner must be ready to learn, or have high self efficacy, and understood why they are there.
Concrete Experience (Learning Phase)
Learning by experience; relating to people;being sensitive to feelings and people.
Reflective Observation (learning phase)
learning by reflecting; observing carefully before making judgements; viewing issues from different perspectives; looking for the meaning of things.
Abstract Conceptualization
learning by thinking; Analyzing ideas logically; planning systematically; acting on an intellectual understanding of a situation
Active Experimentation
learning by doing; showing the ability to get things done; taking risks; influencing people and events through action
Diverging Learning Style
if you have both Concrete experience and reflective observation, you tend to have this learning style. Your preference may be to consider a situation from differing perspectives. you tend to diverge from conventional solutions, coming up with alternative possibilities.
Assimilating Style
If you tend to use approaches that include reflective observation and Abstract Conceptualization, you probably prefer this style. You may be interested in absorbing the learning experience into a larger framework of ideas. You tend to assimilate information into theories or models.
Converging Style
tend to approach the learning process by focusing on Abstract conceptualization and Active Experimentation, you probably prefer this style. You may enjoy gathering information to solve problems. You tend to converge the correct solution.
Accommodating
If your learning modes involve Active Experimentation and Concrete Experience, you may find yourself using this style. If you prefer this, you may want to put ideas that you have practiced into action, finding still more uses for whatever has been learned. you tend to accommodate, or adapt to, changing circumstances and information.
Balancing style
someone who is comfortable with a variety of learning modes.
ADDIE method
A-Analyze D-Design D-Develop I-Implement E-Evaluate
A-Analyze Needs
aka “Needs Assessment” Investigate/determine (perceived) training problem Some form of analysis Organizational Job: Task & People
D-Design
Usually in form of a proposal Must be based on the findings of the needs assessment Purpose of the training and specifically who to train Identifies what content to train (KSA) expressed as Training Objectives Determine delivery method
D-Develop
Prepare training materials Training outline/plan Student handouts Training/visual aids Tests and exercises
I-Implement
Training delivery Assign trainer(s) Conduct the training Verify competency w/tests, exercises, etc.
E-Evaluate
Continuous process Focus on effectiveness/results of training, not individual scores Evaluate each phase (formative) Evaluate overall results (summative)
4 Pressure Points for Training need
1) New Tech 2) Lack of basic skills 3) customer requests 4) legislation
6 Elements to Consider in Needs Assessment
Optimal, Actuals, Feelings, Causes(or Problems), Solutions, Who
Who Should Participate in Needs Assessment?
Management, SME’s, Job Incumbents(potential trainees, the actuals), Trainers
What Techniques are used to gather info in a needs assessment?
questionnaires 2-Interviews/Focus Groups 3-Research Documentation
3 Domains of Learning
Cognitive, Psychomotor, Affective
Difference Between KSA’s and Learning Domains
KSA’s-WHAT is learned; Learning Domains-HOW its learned
3 Components of Well Written Training Objective
1-Performance 2-Condition 3-Standard
Performance
Gives learner a preview of what they are going to be accomplishing. Always uses an action verb; do not use words that are ambiguous such as learn, know, understand, and appreciate
Condition
Give learners an idea of how they will be learning it.
Standard
gives learners an idea of expectations of success of mastery.
Cognitive Domain
includes knowledge and intellectual skills, ie; concepts, principles, and applications such as: define terms, prepare a budget, determine appropriate content for your own resume, determine the HR needs for a long range plan.
Standards (cognitive)
usually call for accuracy of the information to a certain standard. Ex; with 80% correct responses, according to criteria in a policy or textbook, within certain time constraints
Psychomotor Domain
address the “physical” skill or performance of the learner and therefore addresses the manipulation of objects, tools, supplies, or equipment. Ex; typing a letter, driving a vehicle, operating equipment
Conditions (Psychomotor)
need to describe the necessary materials or environment, such as; in a stimulating business situation, using MS Word, and a PC, in any type of driving condition
Standards (Psychomotor)
relate to the actual performance or finished product and to necessary level of performance. Appropriate criterion might include accuracy within a certain tolerance limit, speed, degree of excellence, reference to other material outlining for criteria of judgement
Affective Domain
involves feelings, attitudes, or sensitivities toward other people, ideas, or things. Training in this domain will usually involve making choices, the importance of something, why its required.
Conditions (affective)
situations in which learners need to demonstrate basic or entry level attitudes required. Ex; upon completion of the unit on personnel relations, at all time within the laboratory, in the actual work situation.
Standard (Affective)
both this and performance statement may contain an action word or verb
Knowledge (#1 Level of Cog. Domain)
recognition and recall of facts and specifics
Comprehension(#2 of Cog. Domain)
Explains, interprets, classifies, or describes information
Application (#3 of Cog. Domain)
Uses info in a situation different from original learning context. ex; determining, solving, or predicting.
Analysis (#4 of Cog. Domain)
Separates whole into parts, until relationship among elements is clear. Ex; distinguishing, differentiating, and correlations.
Synthesis (#5 of Cog Domain)
combines elements to form a new entity from original one; interprets and reconstructs for example
Evaluation (#6 of Cog Domain)
involves acts of decision making, judging, or selecting based on criteria and rationale; examples are concludes, and decides.
Synchronous E-Learning
Real-time Instructor-led Examples include chat room, teleconferencing or videoconferencing
Asynchronous E-learning
Asynchronous Learning: Trainees learn independently Trainers/learners interact occasionally or not at all Examples include self-paced modules via Internet or CD/DVD, or supplements to synchronous training
Instructor Led
When… Training offered only once Learners require personal attention Specific skills need to be taught and verified (usually hands-on) Training must take place right away/soon
Mediated Learning
When… Audience has wide range of abilities Audience spread out geographically Specific skill needs to be taught repeatedly or recurring need for same training Match learner’s style or schedule
Career
The pattern of work-related experiences and activities over the span of a person’s work life. This includes an employee’s position, job experiences, and tasks that are influenced by his or her values, needs, and feelings.
Career Management
The process through which employees become aware of their own interests, values, strengths, and weaknesses. Employees obtain information about job opportunities within the company, identify career goals, and then establish action plans to achieve these goals.
Corporate Perspective of Career Management
The failure to motivate employees to plan their careers can result in (1) a shortage of employees to fill open positions, (2) lower employee commitment, and (3) inappropriate use of monies allocated for training and development programs.
Employee Perspective of Career Management
Lack of career management can result in (1) frustration, (2) feelings of not being valued in the company, and (3) being unable to find suitable employment should a job change be necessary due to mergers, acquisitions, restructuring, or downsizing.
Career Motivation
Employees’ energy to invest in their careers, their awareness of the direction they want their careers to take, and their ability to maintain energy and direction despite barriers they may encounter.
Career Resilience
The extent to which employees are able to cope with problems that affect their work.
Career Insight
(1) Involves how much employees know about their interests and their strengths and weaknesses. (2) The awareness of how employees’ perceptions relate to their career goals.
Career Identity
The degree to which employees define their personal values according to their work
Traditional Careers
Generally dictated by the organization with emphasis on advancement and job security. Organization’s best interests are the primary focus.
Potean Career
A more current focus with additional emphasis on self-direction and individual success on the job. The employee’s best interest are the primary focus
4 Stages of a Career
Exploration, establishment, maintenance, disengage
Exploration
Employees attempt to identify the type of work that interests them. They consider their interests, values, and work preferences and they seek information about jobs, careers, and occupations from co-workers, friends, and family members.
Establishment
Employees find their place in the company, focus in making an independent contribution, achieve more responsibility and financial success, and establish a desirable lifestyle. They are considered to be colleagues.
Maintenance
Employees find their place in the company, focus in making an independent contribution, achieve more responsibility and financial success, and establish a desirable lifestyle. They are considered to be colleagues.
Disengagement
Employees who late in their careers prepare for a change in the balance between work and non-work activities. They may take on the role of sponsor. Example – provides direction to other employees, represents the company to customers, initiates actions, and makes decisions.
Career Management Systems-4 parts
Self Assessment, Reality check, goal setting, action planning; in the corporate world vary in levels of emphasis and effectiveness but most all include the same four elements as listed below. The career management process follows a very deliberate path as shown here.
Self-Assessment
These are often varying types of tests and exercises that can help employees learn about themselves, their interests and their strengths and weaknesses. The Thinking Styles, LSI, and Modality Inventories used in BUS 3345 are all examples of Self-Assessment. Others help to identify management styles, job interests, etc. Verizon Wireless for example uses an online system for employees to assess their current skills and then benchmark them against job openings in the company.
Reality Check
This step focuses on feedback from the manager (usually) on how well a person is performing and how well they fit in or meet the expectations of the organization. This may be part of the scheduled annual evaluations or a separate function devoted entirely to career development. At Coca Cola, the employee and the manager have a separate meeting to discuss an employee’s career interests, strengths, and possible development activities.
Goal Setting
Goal setting usually includes such things as your skill level (strength and weaknesses), your work setting, how much you want develop/grow, etc. Goals are usually discussed with the manager to ensure they meet needs of organization.
Action Planning
These are written plans for documenting how you will achieve the goals set forth in the previous stage. The process is similar to the action plan discussed in the previous lesson on transfer of training. In some organizations the plans may include work or other opportunities outside the workplace such as volunteerism. For example at Ernst & Young, an employee spent 12 weeks in Buenos Aires providing free accounting services to a small publishing company.
Roles in Career Management 4 pp
Employees, Managers, HR, the company
Employees-Career Mgmt
Self-Assessment Self-Development Action Plan Create Visibility through Good Performance and Relationships Seek Challenge
Managers-Career Mgmt
Coaching Counseling Communicating Request Information from Other Company Resources
