Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

SHRM > L&D > Flashcards

L&D Flashcards

1
Q

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

A

LEARNING

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Proponent of SOCIAL LEARNING OR COGNITIVE THEORY

A

Albert Bandura (1989)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Proponent of EXPECTANCY THEORY

A

Victor Harold Vroom (1964)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Proponent of NEED THEORY AND MOTIVATION

A

Atkinson and Feather (1966)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Based on the belief that people want to be treated fairly

A

EQUITY THEORY

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Proponent of EQUITY THEORY

A

John Stacey Adams

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Proponent of ANDRAGOGY

A

Malcolm Knowles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Self-value and worthiness

A

Self-esteem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

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

The more self-esteem, the better the
performance.

A

CONSISTENCY THEORY

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Proponent of CONSISTENCY THEORY

A

Abraham K. Korman (1970)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

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

A

SELF-FULFILLING PROPHECY

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

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

A

Galatea effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

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

A

Pygmalion effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

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

A

Golem effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Extent to which training will be performed on
the job

A

TRANSFER OF TRAINING / LEARNING

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Process for designing and developing training
programs.

A

INSTRUCTIONAL SYSTEM DESIGN (ISD)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

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

A

ADDIE Model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Meaning of ADDIE Model

A

Analysis
Design
Development
Implementation
Evaluation

26
Q

3 hierarchical models used to classify educational learning objectives into the level of complexity and specificity

A

BLOOM’S TAXONOMY OF LEARNING

27
Q

3 hierarchical models used in BLOOM’S TAXONOMY OF LEARNING

A

Cognitive Domain
Affective Domain
Psychomotor Domain

28
Q

Proponent of TAXONOMY OF LEARNING

A

Benjamin Bloom (1956)

29
Q

Domain of learning that focuses on acquiring and applying knowledge and intellectual skills.

A

COGNITIVE DOMAIN

30
Q

6 Levels of Cognitive Complexity

A

Knowledge
Understanding
Application
Analysis
Synthesis
Evaluation

31
Q

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.

A

Affective Domain

32
Q

5 hierarchical subdivisions of BLOOM’S TAXONOMY OF LEARNING

A

Characterization
Organization
Valuing
Responding
Receiving

33
Q

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.

A

PSYCHOMOTOR DOMAIN (SKILLS)

34
Q

Process used to determine if Learning &
Development Interventions (LDIs) are
necessary.

A

NEEDS ASSESSMENT PROCESS

35
Q

3 elements of needs assessment

A

Organizational Analysis
Person Analysis
Task Analysis

36
Q

Preparing someone to do a job

Short-term learning intervention intended to
establish/improve

A

Training

37
Q

Preparing someone to be something

Focuses on identifying, assuring, and helping evoke new insights through planned learning.

A

Development

38
Q

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.

A

ADULT LEARNIERS AND DEVELOPMENT
INTERVENTIONS

39
Q

4 parts of EXPERIENTIAL LEARNING CYCLE (KOLB)

A

Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation

40
Q

Doing/having an experience

A

Concrete Experience

41
Q

Reviewing/reflecting on the
experience

A

Reflective Observation

42
Q

Concluding/learning from the experience

A

Abstract Conceptualization

43
Q

Planning/trying out what you have learned

A

Active Experimentation

44
Q

BLENDED LEARNING AND DEVELOPMENT
STRATEGY (70-20-10 PRINCIPLE)

A

Individual:

70% Experience
20% Exposure
10% Education

45
Q

Focuses on the needs and preferences of the learner, such as self-directed learning or experiential learning

A

Learner-centered

46
Q

Relies on the knowledge and skills of an expert, such as on-the-job training or mentoring.

A

Expert-depended

47
Q

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).

A

Learning & Development Evaluation

48
Q

5 CATEGORIES OF LDI OUTCOMES

A

Reaction
Learning or Cognitive
Behavior and Skill-based
Results
Return on investment (ROI)

49
Q

Participants’ initial response or feedback to the training program.

A

Reaction

50
Q

Knowledge, skills, and understanding that participants acquire during the training.

A

Learning or Cognitive

51
Q

Changes in behavior or the development of new skills resulting from the training.

A

Behavior and Skill-based

52
Q

Outcomes or changes that occur in the
organization as a result of the training.

A

Results

53
Q

Financial benefits gained by the organization as a result of the training compared to the cost of the program.

A

Return on investment (ROI)

54
Q

DONALD KIRKPATRICK’S MODEL IN LEARNING
AND DEVELOPMENT EVALUATION (4)

A

Level 1 - Reaction
Level 2 - Learning
Level 3 - Behavior
Level 4 - Results

55
Q

DONALD KIRKPATRICK’S MODEL IN LEARNING
AND DEVELOPMENT EVALUATION:

Measures how participants react to
the training (e.g., satisfaction)

A

Level 1 - Reaction

56
Q

DONALD KIRKPATRICK’S MODEL IN LEARNING
AND DEVELOPMENT EVALUATION:

Analyzes if they truly understood the
training (e.g., increase in knowledge, skills, or
experience?)

A

Level 2 - Learning

57
Q

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?)

A

Level 3 - Behavior

58
Q

DONALD KIRKPATRICK’S MODEL IN LEARNING
AND DEVELOPMENT EVALUATION:

Determines if the material had a positive impact on the business/organization.

A

Level 4 - Results

59
Q

Proponent of reinforcement theory

A

B.F. Skinner (1957)

60
Q

4 types of TRANSFER OF TRAINING / LEARNING

A

Realistic programs
Actual practice
Supportive management
Employees set goals

SHRM (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions