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L&D Flashcards

1
Q

Refers to employees acquiring knowledge, skills, competencies, attitudes, or behaviors.

A

LEARNING

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2
Q

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.

A

SOCIAL LEARNING OR COGNITIVE THEORY

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3
Q

Proponent of SOCIAL LEARNING OR COGNITIVE THEORY

A

Albert Bandura (1989)

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4
Q

Theory based on cognitive expectancies concerning outcomes that are likely to occur as a result of the participant’s behavior.

A

EXPECTANCY THEORY

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5
Q

Proponent of EXPECTANCY THEORY

A

Victor Harold Vroom (1964)

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6
Q

Person’s response is instrumental in
gaining a consequence that reinforces or rewards.

Training should include reinforcement or rewards to motivate the participants.

A

Reinforcement theory

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7
Q

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.

A

NEED THEORY AND MOTIVATION

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8
Q

Proponent of NEED THEORY AND MOTIVATION

A

Atkinson and Feather (1966)

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9
Q

Based on the belief that people want to be treated fairly

A

EQUITY THEORY

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10
Q

Proponent of EQUITY THEORY

A

John Stacey Adams

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11
Q

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

A

Inequity

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12
Q

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.

A

Pedagogy

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13
Q

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.
A

ANDRAGOGY

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14
Q

Proponent of ANDRAGOGY

A

Malcolm Knowles

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15
Q

Self-value and worthiness

A

Self-esteem

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16
Q

There’s a positive correlation between
self-esteem and performance.

The more self-esteem, the better the
performance.

A

CONSISTENCY THEORY

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17
Q

Proponent of CONSISTENCY THEORY

A

Abraham K. Korman (1970)

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18
Q

Idea that people behave in ways consistent
with their self-image

A

SELF-FULFILLING PROPHECY

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19
Q

Raising an individual’s self-efficacy which results in an increase in performance.

A

Galatea effect

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20
Q

Refers to situations where high expectations lead to improved performance and low expectations lead to worsened performance.

A

Pygmalion effect

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21
Q

Phenomenon wherein lower expectations upon people by either themselves or their supervisors result in poorer performance.

A

Golem effect

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22
Q

Extent to which training will be performed on
the job

A

TRANSFER OF TRAINING / LEARNING

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23
Q

Process for designing and developing training
programs.

A

INSTRUCTIONAL SYSTEM DESIGN (ISD)

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24
Q

Training design process referring to the
acronym for the five stages of development in the ISD.

A

ADDIE Model

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25
Meaning of ADDIE Model
Analysis Design Development Implementation Evaluation
26
3 hierarchical models used to classify educational learning objectives into the level of complexity and specificity
BLOOM’S TAXONOMY OF LEARNING
27
3 hierarchical models used in BLOOM’S TAXONOMY OF LEARNING
Cognitive Domain Affective Domain Psychomotor Domain
28
Proponent of TAXONOMY OF LEARNING
Benjamin Bloom (1956)
29
Domain of learning that focuses on acquiring and applying knowledge and intellectual skills.
COGNITIVE DOMAIN
30
6 Levels of Cognitive Complexity
Knowledge Understanding Application Analysis Synthesis Evaluation
31
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
32
5 hierarchical subdivisions of BLOOM’S TAXONOMY OF LEARNING
Characterization Organization Valuing Responding Receiving
33
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)
34
Process used to determine if Learning & Development Interventions (LDIs) are necessary.
NEEDS ASSESSMENT PROCESS
35
3 elements of needs assessment
Organizational Analysis Person Analysis Task Analysis
36
Preparing someone to do a job Short-term learning intervention intended to establish/improve
Training
37
Preparing someone to be something Focuses on identifying, assuring, and helping evoke new insights through planned learning.
Development
38
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
39
4 parts of EXPERIENTIAL LEARNING CYCLE (KOLB)
Concrete Experience Reflective Observation Abstract Conceptualization Active Experimentation
40
Doing/having an experience
Concrete Experience
41
Reviewing/reflecting on the experience
Reflective Observation
42
Concluding/learning from the experience
Abstract Conceptualization
43
Planning/trying out what you have learned
Active Experimentation
44
BLENDED LEARNING AND DEVELOPMENT STRATEGY (70-20-10 PRINCIPLE)
Individual: 70% Experience 20% Exposure 10% Education
45
Focuses on the needs and preferences of the learner, such as self-directed learning or experiential learning
Learner-centered
46
Relies on the knowledge and skills of an expert, such as on-the-job training or mentoring.
Expert-depended
47
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
48
5 CATEGORIES OF LDI OUTCOMES
Reaction Learning or Cognitive Behavior and Skill-based Results Return on investment (ROI)
49
Participants' initial response or feedback to the training program.
Reaction
50
Knowledge, skills, and understanding that participants acquire during the training.
Learning or Cognitive
51
Changes in behavior or the development of new skills resulting from the training.
Behavior and Skill-based
52
Outcomes or changes that occur in the organization as a result of the training.
Results
53
Financial benefits gained by the organization as a result of the training compared to the cost of the program.
Return on investment (ROI)
54
DONALD KIRKPATRICK’S MODEL IN LEARNING AND DEVELOPMENT EVALUATION (4)
Level 1 - Reaction Level 2 - Learning Level 3 - Behavior Level 4 - Results
55
DONALD KIRKPATRICK’S MODEL IN LEARNING AND DEVELOPMENT EVALUATION: Measures how participants react to the training (e.g., satisfaction)
Level 1 - Reaction
56
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
57
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
58
DONALD KIRKPATRICK’S MODEL IN LEARNING AND DEVELOPMENT EVALUATION: Determines if the material had a positive impact on the business/organization.
Level 4 - Results
59
Proponent of reinforcement theory
B.F. Skinner (1957)
60
4 types of TRANSFER OF TRAINING / LEARNING
Realistic programs Actual practice Supportive management Employees set goals

SHRM (8 decks)

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