LD2 Flashcards
when one experiences a new way of acting, thinking, or feeling, finds the new pattern gratifying or useful, and incorporates it into the repertoire of behaviours
Learning
Learning has three key characteristics
knowledge, permanence, intentional
the process of acquiring job-related knowledge and skills through formal training programs and informal social interactions among employees
Workplace learning
the process of selecting, storing, and retaining information in our working memory
encoding
the process of integrating and assimilating new information with existing knowledge and developing a meaningful representation of it
organizing
recalling and applying the information when it is needed
retrieval
70–20–10 model
70 percent comes from on-the-job experiences (informal) and assignments, 20 percent from relationships and interactions with others, and 10 percent from formal learning activities
learning that occurs naturally as part of work and is not planned or designed by the organization
Informal learning
a defined process that is structured and sponsored by the organization
formal learning
- The ability of employees to take charge of their own learning
autonomous learning
engaging in intentional and self-directed behaviours for the purpose of learning new work-related and organizational-valued content
Informal field-based learning (IFBL)
behaviours and activities pursued for the purpose of knowledge and skill acquisition that take place outside formally designated learning contexts
Informal learning behaviours (ILBs)
verbal, intellectual, cognitive strategies, motor skills, attitudes
Gagné’s Classification Scheme
Cognitive outcomes, skill based outcomes, affective outcomes
Kraiger, Ford, and Salas’ Classification Scheme
- declarative knowledge,
- knowledge compilation
- procedural knowledge or proceduralization
ACT theory
each of the stages as a function of the resources required to learn a new task
Resource allocation theory
the way people gather information and process and evaluate it during the learning process
Converging – AC AE thinking and doing
Diverging – CR RO feeling and watching
Assimilating – AC RO thinking and watching
Accommodating – CE AE feeling and doing
Kolb’s learning style
V == visual - charts, maps, graphs, and diagrams
A == aural/auditory - discussions—things like lectures and group discussions
R == read/write - printed materials, like books, reports, and manuals
K == kinesthetic - hands-on experiences, such as simulations, role plays
VARK Model
learning is a result of reward and punishment contingencies
Conditioning Theory
The central premise of “” is social learning - learning through interactions with others
Social Cognitive Theory
learning by observing the actions of others and the consequences of those actions
Observation
beliefs that people have about their ability to successfully perform a specific task.
Self-Efficacy -
managing one’s own behaviour through a series of internal processes
Self-Regulation
