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HRM > Learning Theories (5) > Flashcards

Learning Theories (5) Flashcards

1
Q

Name the four well-known traditional learning theories?

A
  • Behaviourist theory
  • Cognitive theory
  • Social constructivist theory
  • Adult learning theory
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2
Q

The behaviourist approach assumes that desired outcomes can be positively reinforced through?

A

repetition until they become behaviours.

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3
Q

The behaviourist approach is considered?

A

too simplistic in understanding learning, because not all learning can be taught through stimulus and reinforcement.

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4
Q

Explain Cognitive theory?

A

Through the cognitive approach to learning, we begin to explore how thoughts, feelings and actions impact learning. The cognitive theory recognises that the learning process is influenced by the effects of external stimuli on the learner’s behaviour.

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5
Q

Explain social constructivism theory?

A
  • social constructivism, which explored learning as collaborative and based on experience.
  • constructivists believe that learning is an active process where learners build upon past experiences and knowledge to create new knowledge.
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6
Q

The theory of adult learning centres on the idea that adults, in contrast to children?

A
  • are self-directed;
  • must understand the value in what they are doing;
  • bring life experiences to learning;
  • arrive with a ‘readiness to learn’;
  • are motivated to learn; and
  • are goal-orientated.
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7
Q

Which of the following is NOT true about cognitive theory?

A

It puts forward the idea that outcomes can be positively reinforced by repetition until they become behavior’s

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8
Q

If the goal of a session is to train participants with a low level of learning ability to complete a simple task like fitting a plug to an appliance, which of the following learning theories would be most appropriate?

A

Behaviourist theory

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9
Q

A trainer believes that learning occurs when behaviour changes in line with a desired outcome in response to a stimulus. What learning theory is the trainer following?

A

Behaviourist theory

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10
Q

Which learning theory emphasises that learning is collaborative and constructed from learners’ collective experiences?

A

Social constructivist theory

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11
Q

Adults and children learn differently. Which theory developed from the need to understand how adults learn?

A

Andragogy

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12
Q

Trainee characteristics refer to?

A

the learner’s ability, personality and motivation.

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13
Q

What Training inputs are there?

A
  • Trainee characteristics
  • Training design
  • Work environment
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14
Q

Training design is influenced by the learning theories incorporated by the?

A

organisation, learning content, and the desired outcomes of training. It is at this stage that training sequencing, or the space and order of training, can be decided.

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15
Q

The work environment can improve the transfer of learning and incorporates the following areas?

A
  • Transfer climate: The general positive feeling and attitude toward learning brought about by people applying their learned skills and knowledge at work.
  • Support: From supervisors and peers.
  • Opportunity to perform: In companies where resources are available for training and development, learning transfer is more prevalent
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16
Q

Training design has a direct effect on the training output and an

A
  • indirect effect on conditions of transfer,
  • whereas trainee characteristics and the work environment have a direct impact on conditions of transfer.
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17
Q

The following conditions will improve transfer?

A
  1. Similarity between training setting and stimulus in the performance setting
  2. The readiness of the individual to learn
  3. Whether training design acknowledges individual l
    Learning
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18
Q

Training design has a direct effect on the training output and an?

A

Indirect effect on conditions of transfer, whereas trainee characteristics and the work environment have a direct impact on conditions of transfer.

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19
Q

Explain Positive transfer?

A
  • refers to the way in which knowledge in one context can improve the acquisition of knowledge in another context.
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20
Q

Explain Negative transfer?

A
  • refers to how knowledge in one context can inhibit the acquisition of knowledge in another.-
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21
Q

Explain Simple transfer?

A
  • Is when little or no effort is required to apply what has been learned
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22
Q

Explain complex transfer?

A
  • refers to a higher-grade application of the knowledge.
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23
Q

Explain Near transfer?

A

Near transfer refers to how close to the learning setting a task is

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24
Q

Explain far transfer?

A
  • refers to how different the task is from the original learning task.
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25
Q

Explain Automatic transfer?

A

is automatic to an individual.

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26
Q

Explain mindful transfer?

A
  • some knowledge will need intentional (mindful) application even once it has been learned.
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27
Q

Give an example of a positive transfer?

A

Previous experience working with Excel has helped me understand this new accounting software.

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28
Q

Give an example of a Negative transfer?

A

I used to drive an automatic car so now I struggle to remember to shift gears in my manual car.

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29
Q

Give an example of a Simple transfer?

A

I am taught how to do a balance sheet and I am given an example to complete on my own.

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30
Q

Give an example of a Complex Near transfer?

A

I build on my basic knowledge of balance sheets and eventually I know how to perform a financial audit on an organisation.

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31
Q

Give an example of a far transfer?

A

I use my maths knowledge to manage all the finances at my organisation.

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32
Q

Give an example of an automatic transfer?

A

I tie my shoelaces so often that the action is automatic.

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33
Q

Give an example of a mindful transfer?

A

I am mindful when applying problem-solving skills to address conflict in the workplace.

34
Q

Give an example of a mindful transfer?

A

I write a maths exam and similar examples to those in the mock question paper appear.

35
Q

Imraan experiences effective learning transfer from a training course she’s attended because her manager is supportive and reinforces her training in the workplace. Which training input is being referred to here?

A

Work environment

36
Q

Which of the following is NOT considered a trainee characteristic that is relevant to the learning transfer model?

A

Brown eyes

37
Q

You are used to working on a Windows computer. You are given a Mac computer at work and struggle to adjust to the new operating system. Which process of learning transfer does this refer to?

A

Negative transfer

38
Q

According to the model that describes the process of learning transfer. what are the two training outputs?

A

Learning and retention

39
Q

Which of the following conditions does NOT improve learning transfer?

A

Radical difference between the training setting and performance setting

40
Q

Identify the types of learning transfers that can be seen in the following examples:

  1. Jess rides a bicycle without thinking about her actions.
  2. Liam’s company recently upgraded to an e-system but he keeps finding himself using the old manual inventory form instead of the new e-form.
  3. Lebo is using the painting technique she learned back in grade 10 to illustrate for a project at work.
  4. Since Shannon did very well at English at school, she finds it enjoyable to write the monthly staff newsletter.
A
  1. Automatic transfer
  2. Negative transfer
  3. Far transfer
  4. Complex transfer
41
Q

The following aspects of programme design relating to practice conditions need to be considered?

A
  • Practise tasks separately or as a whole
  • Time between learning the theory and practising it
  • Practise everything together or space it out over time
  • Decide how much practice is enough
  • Complexity and risk involved in the practised task – the more high-risk and complicated, the more practice will be required
42
Q

The following are some of the factors that will lead to effective learning?

A
  • Availability of knowledge
  • Opportunities to practise
  • Access to resources
  • Management support
  • Funds for training
  • Communication regarding training, including feedback
43
Q

Feedback helps employers and employees?

A

identify whether learning transfer has taken place.

44
Q

It is important for employers to ask their employees to provide?

A

feedback after they have completed training, because it will help to identify shortcomings in the training initiative and will improve the experience for future learners.

45
Q

types of employees who typically struggle with interference are?

A
  • employees who come from a company where things were done differently;
  • employees entering the workplace for the first time, who expect to find theoretical models based on their - textbook knowledge in practice; and
    employees under new management with new ideas.
46
Q

some methods that can be used to ensure the transfer of learning are as follows?

A
  • Ensure similarity between the training and job situations.
  • Provide opportunities for the newly acquired skills to be used in the workplace.
  • Design training material that highlights training applicability.
  • Provide relevant examples related to the job environment when teaching new skills.
  • Affirm employees who are integrating what they learned into their job situation.
47
Q

Age plays a significant role in learning for adults. Learning will take place?

A

differently at the various stages in a person’s life.

48
Q

Which factor is being considered if the training material focuses on creating meaningful knowledge, rather than relying on learners memorising the content?

A

Age influencing learning ability

49
Q

Providing comments in writing about how the content and trainer could improve is an example of which factor?

A

The use of feedback

50
Q

The training course was so well designed that employees easily applied what they had learnt to their work environment. Which factor does this statement relate to?

A

Transferring learning

51
Q

A company has a library containing books and electronic resources with a variety of training materials. This helps promote a learning culture within the company. Which factor describes this feature?

A

Tailoring the organisation context for learning

52
Q

Aidan has taken over the management of an existing team. He finds that some of his team members are extremely resistant to change. He clearly explains how the new changes will benefit the team, and each employee. What is Aidan doing?

A

Dealing with interference

53
Q

key considerations underlying adult learning are as follows?

A
  • The need to know
  • Self-concept
  • Experience
  • Readiness to learn
  • Orientation
  • Motivation
54
Q

According to this institution, if the following applies to a learner, then they are considered an adult learner?

A
  • They are employed full-time or part-time.
  • They are a person with dependents.
  • They have additional responsibilities such as a family, a career or a community.
55
Q

Explain ‘The need to know’ regarding training adults?

A
  • Adults differ from children in that they need to know why they are learning
  • Adults need to see the value in what they are learning, so all learning initiatives should begin by addressing this need.
55
Q

Explain ‘The need to know’ regarding training adults?

A
  • Adults differ from children in that they need to know why they are learning
  • Adults need to see the value in what they are learning, so all learning initiatives should begin by addressing this need.
56
Q

Explain ‘Formal setting’ (e.g. training course)?

A

‘The objective of this course is to improve professionalism in the workplace.’

57
Q

Explain ‘Informal setting’ with regards to training (e.g. morning meeting)?

A

‘Riyaaz displayed amazing initiative the other day when he reported the broken tile in the parking lot as a potential safety hazard. We could all learn something from him.’

58
Q

Adults who are exposed to relevant learning content that can add value to their lives will display?

A

a readiness to learn. They will arrive at the learning situation with openness toward the acquisition of new knowledge or a new skill.

59
Q

Adults are problem-centred in their orientation to learning. They want to learn based on the problems they are faced with on a?

A

daily basis at work, as opposed to theories that may not be applicable but are taught as part of a curriculum

60
Q

Adult learners are driven to learn by external motivators like?

A

increased salaries or the possibility of a promotion.

61
Q

List at least five intrinsic and extrinsic motivational factors that are commonly found in the workplace.
Intrinsic factors?

A
  • Intrinsic factors:
    Improved efficiency on the job
    Being able to help others
    Increased self-efficacy
    Personal progression
    Self-fulfilment
    Reaching personal life goals
  • Extrinsic factors:
    Higher salary
    Promotion
    Recognition
    Career advancement
    To become employee of the year
62
Q

The four Learning Styles dimensions are?

A
  1. Sensing or Intuitive:
    - Sensing: concrete thinker; practical; orientated toward facts and procedures.
    - Intuitive: abstract thinker; innovative; orientated toward theories and underlying meaning.
  2. Visual or Verbal:
    - Visual: prefers visual representations of presented material; e.g, pictures, diagrams and flow charts.
    - verbal: prefers written and spoken explanations.
  3. Active or Reflective:
    - Active: learns by trying out; enjoys working in groups.
    - Reflective: learns by thinking things through; prefers working alone.
  4. Sequential or Global:
    - Sequential: linear thinking process; learns in small incremental steps.
    - Global: holistic thinking process; learns in large leaps.
63
Q

Explain Gamification?

A

is ‘the concept of applying game-design thinking to non-game applications’, such as educational content.

64
Q

There are many benefits that learners can gain from gamification in learning, such as?

A
  • Better learning experience: (When learners are having fun).
  • Better learning environment: (comfortable for students to explore)
  • Instant feedback: The interactions that students experience will be able to provide them with feedback as soon as they make a mistake)
  • Prompting behavioural change: (Repetition and retrieval).
  • Application for most learning needs: (posing theoretical scenarios that they have to think through).
65
Q

Jan learns better when he can visually see or be able to draw a concept whereas Thabo prefers listening to the trainer explain the concept. What consideration to learning should be applied to this training programme?

A

The different learning styles

66
Q

Charlotte is facilitating a workshop on coaching. She recognises that the participants have varying levels of experience and encourages them to weigh in on the various topics. What consideration of adult learning is Charlotte acknowledging?

A

The role of the learners’ experience

67
Q

Phumla recently assumed a managerial role. She feels she is lacking managerial training, so her boss sends her on a management course. What type of motivation is driving Phumla to complete her training course?

A

Self-esteem

68
Q

“After completing this course, you will be able to work with complex formulas in
Microsoft Excel”. What does this course objective satisfy?

A

The learners need to know

69
Q

What does a problem-centred approach to learning mean ?

A

Learners should be co-creators of the course

70
Q

What learning principles have been ignored?

A

Overcoming interference; organisational context must be tailored for learning; employees need opportunities to practise.

71
Q

What advice would you give the company to rectify the situation?

A
  • Staff should be properly trained, and the fact that they have not worked on computers before should be taken into account.
  • The organization should provide more support for learners by allowing them time to practice their newly acquired skills.
  • Discuss real-life problems encountered on launch day and base the learning programmed around solutions.
72
Q

Explain Different approach Learning styles?

A

Each of us naturally has a different approach to learning – some of us prefer pictures, others like written explanations, and some people will benefit most from watching an educational video

73
Q

The ability of an organisation to succeed in the age of globalisation is dependent on whether it can be?

A

a learning organization. A learning organisation is innovative when it comes to employee education and development

74
Q

Mutuality between the trainer and the trainee will ensure that the learner feels involved? in the training process and that learning can be a dignified experience?

A

in the training process and that learning can be a dignified experience.

75
Q

Thus, the following experiential teaching strategies should be used when dealing with adult learners?

A
  • Lecture
  • Problem-based learning
  • Educational games
  • Role play
  • Discussion
76
Q

The following are some of the outcomes that coaching hopes to achieve?

A
  • Discover, clarify, and align with what the client wants to achieve
  • Encourage client self-discovery
  • Elicit client-generated solutions and strategies
  • Hold the client responsible and accountable
77
Q

There are three function-related approaches that are common to both coaching and mentoring, and these are?

A
  • Skills
  • Performance
  • Life
  • Skills: The skills-based approach to coaching is used to bring about new, productive behaviours that make an employee better at their job. Any unproductive or negative behaviours are identified and discouraged.
  • Performance: This function is used to identify at which points in the process of work an individual can improve, and what their overall approach to work is like. From here the gaps can be filled in.
  • Life: This approach takes a personal interest in the learner’s relationship to their profession, and how their personal goals and ambitions are aligned (or not aligned) with this. Here the approach is more interested in the personal fulfilment of the employee.
78
Q

Define: A Mentor?

A

A coach is a short-term support who will address a specific area that a learner would like to develop, often through training such as a workshop or a short course. A mentor is a long-term support who will accompany the learner for the entirety of their journey, and would likely be an experienced member of staff who can both teach and advise the learner.

79
Q

Explain the function of skills coaching?

A

Skills coaching is used to develop the productivity and quality that an employee gets out of their work; they may need to learn more efficient ways of using their skills, they may need new skills entirely, or to be re-skilled for a new technology.

80
Q

Can you think of any benefits one might gain from life coaching? Discuss at least one benefit?

A

Life coaching can improve the outlook that a learner has on their life, and help them to align their personal goals with their professional ones.

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