L&D Flashcards
Refers to employees acquiring knowledge, skills, competencies, attitudes, or behaviors.
LEARNING
Development of the individual’s cognitive,
social, and behavioral competencies through
mastery modeling.
The development of an individual’s beliefs in his capabilities thus enabling high self-efficacy and use of abilities.
The enhancement of the individual’s
motivation using goals.
SOCIAL LEARNING OR COGNITIVE THEORY
Proponent of SOCIAL LEARNING OR COGNITIVE THEORY
Albert Bandura (1989)
Theory based on cognitive expectancies concerning outcomes that are likely to occur as a result of the participant’s behavior.
EXPECTANCY THEORY
Proponent of EXPECTANCY THEORY
Victor Harold Vroom (1964)
Person’s response is instrumental in
gaining a consequence that reinforces or rewards.
Training should include reinforcement or rewards to motivate the participants.
Reinforcement theory
Emphasized learned needs as motivators of human behavior.
Concentrates on the needs that are to be satisfied.
Suggest that training should meet particular needs in order to have motivated participant.
NEED THEORY AND MOTIVATION
Proponent of NEED THEORY AND MOTIVATION
Atkinson and Feather (1966)
Based on the belief that people want to be treated fairly
EQUITY THEORY
Proponent of EQUITY THEORY
John Stacey Adams
Exists for a person when he perceives that the ratio of his outcomes to inputs and the ratio of others’ outcomes to inputs are unequal
Inequity
The art, and science of teaching children has
dominated educational theory.
Gives the instructor the major responsibility for making decisions about learning content, method, and evaluation.
Students are generally seen as passive recipients of directions and content as well as bringing few experiences that may serve as resources to the learning environment.
Pedagogy
Theory of adult learning based on the
following assumptions:
- adults have the need to know why
they are learning something. - adults have a need to be self-directed
- adults bring more work-related experiences
into the learning situation - adults enter a learning experience with a
problem-centered approach to learning - adults are motivated to learn by both extrinsic and intrinsic motivators.
ANDRAGOGY
Proponent of ANDRAGOGY
Malcolm Knowles
Self-value and worthiness
Self-esteem
There’s a positive correlation between
self-esteem and performance.
The more self-esteem, the better the
performance.
CONSISTENCY THEORY
Proponent of CONSISTENCY THEORY
Abraham K. Korman (1970)
Idea that people behave in ways consistent
with their self-image
SELF-FULFILLING PROPHECY
Raising an individual’s self-efficacy which results in an increase in performance.
Galatea effect
Refers to situations where high expectations lead to improved performance and low expectations lead to worsened performance.
Pygmalion effect
Phenomenon wherein lower expectations upon people by either themselves or their supervisors result in poorer performance.
Golem effect
Extent to which training will be performed on
the job
TRANSFER OF TRAINING / LEARNING
Process for designing and developing training
programs.
INSTRUCTIONAL SYSTEM DESIGN (ISD)
Training design process referring to the
acronym for the five stages of development in the ISD.
ADDIE Model
Meaning of ADDIE Model
Analysis
Design
Development
Implementation
Evaluation
3 hierarchical models used to classify educational learning objectives into the level of complexity and specificity
BLOOM’S TAXONOMY OF LEARNING
3 hierarchical models used in BLOOM’S TAXONOMY OF LEARNING
Cognitive Domain
Affective Domain
Psychomotor Domain
Proponent of TAXONOMY OF LEARNING
Benjamin Bloom (1956)
Domain of learning that focuses on acquiring and applying knowledge and intellectual skills.
COGNITIVE DOMAIN
6 Levels of Cognitive Complexity
Knowledge
Understanding
Application
Analysis
Synthesis
Evaluation
Addresses the issues of the emotional component of learning and ranges from a basic willingness to receive information to the integration of beliefs, ideas, and attitudes.
Affective Domain
5 hierarchical subdivisions of BLOOM’S TAXONOMY OF LEARNING
Characterization
Organization
Valuing
Responding
Receiving
Concerned with how we recognize the world
around us using our bodies and senses.
Ex., learning how to serve in tennis or
perform multiple somersaults in high
diving or trampolining.
PSYCHOMOTOR DOMAIN (SKILLS)
Process used to determine if Learning &
Development Interventions (LDIs) are
necessary.
NEEDS ASSESSMENT PROCESS
3 elements of needs assessment
Organizational Analysis
Person Analysis
Task Analysis
Preparing someone to do a job
Short-term learning intervention intended to
establish/improve
Training
Preparing someone to be something
Focuses on identifying, assuring, and helping evoke new insights through planned learning.
Development
Adults seek career satisfaction through work roles in which they can express themselves and implement their self-concepts.
Adults are most interested in learning things directly related to their job or personal life.
Adult learning is problem-centered rather than content-oriented.
Adults need to be involved in the planning and evaluation of their instruction.
Experience (including mistakes) provides the basis for learning activities.
Adults have different learning style preferences.
Adults are internally motivated and self-directed.
Adults want to feel respected.
ADULT LEARNIERS AND DEVELOPMENT
INTERVENTIONS
4 parts of EXPERIENTIAL LEARNING CYCLE (KOLB)
Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
Doing/having an experience
Concrete Experience
Reviewing/reflecting on the
experience
Reflective Observation
Concluding/learning from the experience
Abstract Conceptualization
Planning/trying out what you have learned
Active Experimentation
BLENDED LEARNING AND DEVELOPMENT
STRATEGY (70-20-10 PRINCIPLE)
Individual:
70% Experience
20% Exposure
10% Education
Focuses on the needs and preferences of the learner, such as self-directed learning or experiential learning
Learner-centered
Relies on the knowledge and skills of an expert, such as on-the-job training or mentoring.
Expert-depended
Process of collecting the outcomes
needed to determine whether training has
been effective.
Measures specific outcomes or criteria to
determine the benefits of the program
(LDI).
Learning & Development Evaluation
5 CATEGORIES OF LDI OUTCOMES
Reaction
Learning or Cognitive
Behavior and Skill-based
Results
Return on investment (ROI)
Participants’ initial response or feedback to the training program.
Reaction
Knowledge, skills, and understanding that participants acquire during the training.
Learning or Cognitive
Changes in behavior or the development of new skills resulting from the training.
Behavior and Skill-based
Outcomes or changes that occur in the
organization as a result of the training.
Results
Financial benefits gained by the organization as a result of the training compared to the cost of the program.
Return on investment (ROI)
DONALD KIRKPATRICK’S MODEL IN LEARNING
AND DEVELOPMENT EVALUATION (4)
Level 1 - Reaction
Level 2 - Learning
Level 3 - Behavior
Level 4 - Results
DONALD KIRKPATRICK’S MODEL IN LEARNING
AND DEVELOPMENT EVALUATION:
Measures how participants react to
the training (e.g., satisfaction)
Level 1 - Reaction
DONALD KIRKPATRICK’S MODEL IN LEARNING
AND DEVELOPMENT EVALUATION:
Analyzes if they truly understood the
training (e.g., increase in knowledge, skills, or
experience?)
Level 2 - Learning
DONALD KIRKPATRICK’S MODEL IN LEARNING
AND DEVELOPMENT EVALUATION:
Looks as if they are utilizing what they learned at work (e.g., change in behaviors?)
Level 3 - Behavior
DONALD KIRKPATRICK’S MODEL IN LEARNING
AND DEVELOPMENT EVALUATION:
Determines if the material had a positive impact on the business/organization.
Level 4 - Results
Proponent of reinforcement theory
B.F. Skinner (1957)
4 types of TRANSFER OF TRAINING / LEARNING
Realistic programs
Actual practice
Supportive management
Employees set goals
