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CHRP - Labour Relations > Training & Development - Definitions > Flashcards

Training & Development - Definitions Flashcards

1
Q

Performance Management

A

The process of establishing performance goals and designing interventions and programs to motivate and develop employees to improve their performance

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2
Q

Training

A

Formal and planned efforts to help employees acquire knowledge, skills, and abilities to improve performance in their current job. Training usually consists of a short-term focus on acquiring skills to perform one’s job

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3
Q

Development

A

Formal and planned efforts to help employees acquire knowledge, skills, and abilities required to perform future job responsibilities

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4
Q

Human Capital

A

The knowledge, skills, and abilities of an organization’s employees

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5
Q

Social Capital

A

The social resources that an individual obtains from participation in a social structure. It has to do with relationships within an organization and between members of the organization and external stakeholders

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6
Q

Work Engagement

A

A positive, fulfilling, work-related state of mind that is characterized by vigour, dedication, and absorption

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7
Q

Strategic Human Resource Management (SHRM)

A

The alignment of human resources practices with an organization’s business strategy. By linking training to business strategy, training becomes strategic rather than an isolated and independent activity; thus, it is more likely to be effective

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8
Q

Instructional Systems Design (ISD) Model

A

A rational and scientific model of the training and development process that consists of a needs analysis, training design and delivery, and training evaluation

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9
Q

ADDIE

A

An original training and development model that consists of:

  • Analysis
  • Design
  • Development
  • Implementation
  • Evaluation
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10
Q

Learning

A

The process of acquiring knowledge and skills, and a change in individual behaviour as a result of some experience

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11
Q

70–20–10 Model

A

70 percent of workplace learning comes from on-the-job experiences
20 percent from interactions with others
10 percent from formal learning activities and events

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12
Q

Informal Learning

A

Learning that occurs naturally as part of work and is not planned or designed by the organization. It has been reported that 70 to 90 percent of what employees learn and know about their jobs is learned through informal processes

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13
Q

Resource Allocation Theory

A

Individuals possess limited cognitive resources that can be used to learn a new task

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14
Q

Declarative Knowledge (ACT)

A

The first stage of learning with a focus on learning knowledge, facts, and information

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15
Q

Knowledge Compilation (ACT)

A

Integrating tasks into sequences to simplify and streamline the task. During this stage, performance becomes faster and more accurate

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16
Q

Procedural Knowledge (ACT)

A

During this stage, the learner has mastered the task and performance is automatic and habitual

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17
Q

Kolb’s Learning Style

A

The way in which an individual gathers information and processes and evaluates it during the learning process. Consists of:

  • Concrete Experience (CE)
  • Abstract Conceptualization (AC)
  • Active Experimentation (AE)
  • Reflective Observation (RO)
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18
Q

VARK Model

A

An acronym for the four different perceptual preferences or learning styles:

  • Visual
  • Aural/auditory
  • Read/write
  • Kinesthetic
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19
Q

Conditioning Theory

A

Stimulus -> Behaviour -> Consequence

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20
Q

Conditioning Process: Shaping

A

The reinforcement of each step in a process until it is mastered and then withdrawing the reinforcer until the next step is mastered

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21
Q

Conditioning Process: Chaining

A

The reinforcement of entire sequences of a task. The goal is to learn to combine each step and perform the entire response

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22
Q

Conditioning Process: Generalization

A

The conditioned response occurs in circumstances different from those during learning. To achieve generalization, the trainer must provide trainees with opportunities to perform the task in a variety of situations

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23
Q

Social Cognitive Theory: Observation

A

Learning by observing the actions of others and the consequences. 4 key elements:

  • Attention
  • Retention
  • Reproduction
  • Reinforcement
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24
Q

Social Cognitive Theory: Self-Efficacy

A

Beliefs that people have about their ability to successfully perform a specific task. Is influenced by:

  • Task Mastery
  • Observation
  • Verbal persuasion and Social Influence
  • One’s physiological or emotional state
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25
Q

Social Cognitive Theory: Self-Regulation

A

Managing one’s own behaviour through a series of internal processes.

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26
Q

Adult Learning Theory

A

A theory is based on the differences between adults and children and the implications of these differences for learning

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27
Q

Andragogy

A

An adult-oriented approach to learning that takes into account the differences between adult and child learners

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28
Q

Pedagogy

A

The traditional approach to learning used to educate children and youth

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29
Q

Motivation

A

The degree of persistent effort that one directs toward a goal. It involves:

  • Effort
  • Persistence
  • Direction
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30
Q

Goal-Setting Theory

A

A theory based on the idea that people’s intentions are a good predictor of their behaviour

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31
Q

Goal-Setting Theory: Distal Goal

A

A long-term or end goal

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32
Q

Goal-Setting Theory: Proximal Goal

A

A short-term goal or sub-goal

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33
Q

Goal-Setting Theory: Learning Goal Orientation (LGO)

A

A focus on developing competence by acquiring new skills and mastering new tasks

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34
Q

Goal-Setting Theory: Prove Performance Goal Orientation (PPGO)

A

A focus on favourable judgments from others for one’s performance outcomes

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35
Q

Goal-Setting Theory: Avoid Performance Goal Orientation (APGO)

A

A focus on avoiding negative judgments from others for one’s performance outcomes

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36
Q

Training motivation

A

Refers to the direction, intensity, and persistence of learning-directed behaviour in training contexts

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37
Q

Locus of control

A

People’s beliefs about whether their behaviour is controlled mainly by internal or external forces

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38
Q

Job Involvement

A

The degree to which an individual identifies psychologically with work and the importance of work to their self-image

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39
Q

Needs Analysis

A

A process to identify gaps or deficiencies in employee and organizational performance

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40
Q

Need (Needs Analysis)

A

A gap between the way things are (current results) versus the way they should be (desired results)

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41
Q

Organizational analysis

A

The study of the entire organization. its:

  • Strategy
  • Environment
  • Resources
  • Context
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42
Q

Strategic Training and Development

A

The alignment of an organization’s training needs and programs with an organization’s strategy and objectives

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43
Q

Compliance Training

A

Training programs that are mandated by government legislation and regulations as well as industry and organization policies

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44
Q

Resource Analysis

A

The identification of the resources available in an organization that might be required to design and implement training and development programs

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45
Q

Organizational Climate

A

The collective attitudes of employees toward work, supervision, and company goals, policies, and procedures

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46
Q

Transfer Training Climate

A

Characteristics in the work environment that can either facilitate or inhibit the application of training on the job.

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47
Q

Learning Culture

A

Attitudes and practices within the organization regarding the importance placed on organizational learning and employee development

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48
Q

Continuous Learning Culture

A

A culture in which members of an organization believe that knowledge and skill acquisition are part of their job responsibilities and that learning is an important part of work life in the organization

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49
Q

Task Analysis

A

Reveals the tasks required for a person to perform a job and the knowledge, skills, and abilities (KSAs) that are required to perform the tasks successfully

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50
Q

Competency

A

A cluster of related knowledge, skills, and abilities that enables the job holder to perform effectively

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51
Q

Cognitive Task Analysis (CTA)

A

A set of procedures that focuses on understanding the mental processes and skills required for performing a job. CTA describes mental and cognitive activities that are not directly observable

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52
Q

Team Task Analysis

A

An analysis of tasks as well as the team-based competencies (knowledge, skills, and attitudes) associated with the tasks

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53
Q

Person Analysis

A

the process of studying employee behaviour and performance to determine whether performance meets the work standards

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54
Q

Rapid Needs Analysis

A

Gathering available information and using data that already exist.

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55
Q

Training Design

A

Preparing and planning events to facilitate learning

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56
Q

Learner Engagement

A

The extent to which trainees are cognitively, physically, and emotionally immersed in the training content and the learning process.

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57
Q

Training Objective

A

A statement of what trainees are expected to be able to do after a training program

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58
Q

Request for Proposal (RFP)

A

A document that outlines to potential vendors and consultants an organization’s training and project needs

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59
Q

Meaningfulness (Training Content)

A

Training content that is rich in associations and is easily understood by trainees

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60
Q

Productive Responses

A

The trainee actively uses the training content rather than passively watching, listening to, or imitating the trainer

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61
Q

Blended Training

A

The use of a combination of approaches to training, such as classroom training, on-the-job training, and computer technology

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62
Q

Practice

A

Physical or mental rehearsal of a task, skill, or knowledge in order to achieve some level of proficiency in performing the task or skill or demonstrating the knowledge

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63
Q

Active Practice

A

Providing trainees with opportunities to practise performing a training task or using knowledge during training

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64
Q

Conditions of Practice

A

Practice conditions that are implemented before and during training to enhance the effectiveness of active practice and maximize learning and retention

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65
Q

Pre-Training Interventions

A

Activities or material provided before a training program or practice session to improve the potential for learning as well as the efficiency and effectiveness of practice during training

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66
Q

Attention Advice (Pre-Training Intervention)

A

Providing trainees with information about the task process and general task strategies that can help them learn and perform a task. It helps to focus or direct trainees’ attention on specific aspects of the training or practice session and task strategies and to assimilate the training material with existing knowledge

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67
Q

Metagognition (Pre-Training Intervention)

A

The process of thinking about one’s own thinking and learning. A self-regulatory process that helps people guide their learning and performance. It consists of Monitoring & Control

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68
Q

Metacognitive Strategies (Pre-Training Intervention)

A

Strategies trainees can use to self-regulate their learning of a task

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69
Q

Advance Organizers (Pre-Training Intervention)

A

Structures or frameworks to help trainees assimilate and integrate training content

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70
Q

Goal Orientation (Pre-Training Intervention)

A

The type of goal (learning goal or performance goal) that is set during training

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71
Q

Preparatory Information (Pre-Training Intervention)

A

Information about what trainees can expect to occur during practice sessions so that they can develop strategies to overcome performance obstacles

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72
Q

Pre-Practice Briefs (Pre-Training Intervention)

A

Sessions in which team members establish their roles, responsibilities, and performance expectations prior to a team practice session

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73
Q

Massed versus Distributed Practice (Conditions of Practice During Training)

A

How the segments of a training program are divided and whether the training is conducted in a single session (Massed) or is divided into several sessions with breaks or rest periods between them (Distributed)

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74
Q

Overlearning (Conditions of Practice During Training)

A

Continued practice even after trainees have mastered a task so that the behaviour becomes automatic

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75
Q

Automacity (Conditions of Practice During Training)

A

The performance of a skill to the point at which little attention from the brain is required to respond correctly

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76
Q

Task Sequencing (Conditions of Practice During Training)

A

Dividing training material into an organized and logical sequence of sub-tasks

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77
Q

Feedback and Knowledge of Results (Conditions of Practice During Training)

A

Providing trainees with feedback and information about their performance on a training task so they know how they are performing

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78
Q

Active Learning

A

An approach to training that gives trainees control over their learning so that they become active participants in their own learning experience. Active learning promotes an inductive learning process

79
Q

Routine Expertise

A

The ability to reproduce specific behaviours in similar settings and situations

80
Q

Adaptive Expertise

A

the ability to use knowledge and skills across a range of tasks, settings, and situations

81
Q

Exploratory/Discovery Training

A

Trainees are given the opportunity to explore and experiment with the training tasks to infer and learn the rules, principles, and strategies for effective task performance

82
Q

Error Framing

A

Encouraging trainees to make errors and to view errors as instrumental for learning

83
Q

Proceduralized Instruction

A

Trainees are provided with step-by-step instructions on how to perform a task and the rules, principles, and strategies for effective performance

84
Q

Emotion Control

A

A strategy to help trainees control their emotions during active learning

85
Q

Error Management Training (EMT)

A

Involves explicitly encouraging trainees to make errors during training and to learn from them

86
Q

Error-Management Instructions

A

Statements that errors are a necessary and natural part of learning and emphasize the positive function of errors. A part of error management training

87
Q

Adaptive Tasks

A

Tasks that differ from those worked on during training and require different solutions

88
Q

Analogical Tasks

A

Tasks that are similar to those worked on during training

89
Q

Flipped Classroom (Training Method)

A

Training content is delivered outside of the classroom via a video lecture and activities that usually take place outside of the classroom are worked on in the classroom

90
Q

Discussion (Training Method)

A

Two-way communication between the trainer and trainees as well as among trainee

91
Q

Case Study (Training Method)

A

A training method in which trainees discuss, analyze, and solve problems based on a real situation. The primary use is to encourage open discussion and analysis of problems and events

92
Q

Case Incident (Training Method)

A

A training method in which one problem, concept, or issue is presented for analysis
Case incidents are useful when the trainer wants to focus on one topic or concept

93
Q

Behaviour Modelling Training [BMT] (Training Method)

A

A training method in which trainees observe a model performing a task and then attempt to imitate the observed behaviour

94
Q

Role Play (Training Method)

A

A training method in which trainees are given the opportunity to practise new behaviours in a safe environment

95
Q

Simulation (Training Method)

A

a form of training that involves the use of operating models of physical or social events that are designed to represent reality

96
Q

Equipment Simulators

A

Mechanical devices that are similar to those that employees use on the job

97
Q

Physical Fidelity

A

The similarity of the physical aspects of a simulation (e.g., equipment, tasks, and surroundings) to the actual job. An aspect of an effective simulation

98
Q

Psychological Fidelity

A

The similarity of the psychological conditions of the simulation to the actual work environment. An aspect of an effective simulation

99
Q

Games (Training Method)

A

Training methods that involve structured competition that allows trainees to learn specific skills.

100
Q

Action Learning (Training Method)

A

It requires trainees to identify problems; develop possible solutions; test these solutions in a real-world, real-time situation; and evaluate the consequences.

101
Q

Instructional Media (Training Method)

A

It refers to the medium or media used to deliver the training content and methods to trainees

102
Q

Blended Training

A

The use of a combination of methods to training

103
Q

On-the-Job-Training (OJT)

A

A training method in which a trainee receives instruction and training at his or her workstation from a supervisor or an experienced co-worker

104
Q

Job Rotation

A

A training method in which trainees are exposed to different jobs, functions, and areas in an organization. It broadens an individual’s knowledge and skills by providing him/her with multiple perspectives and areas of expertise

105
Q

Cross-Training

A

Training employees to perform each other’s jobs variety of skills

106
Q

Stretch Assignments

A

Job assignments that aim to “stretch” employees by having them work on challenging tasks and projects that involve learning new knowledge and skills

107
Q

Apprenticeships

A

Training methods that combine on-the-job training and classroom instruction

108
Q

Coaching (Training Method)

A

An on-the-job training and development method in which an experienced and knowledgeable person (the coach) is formally called upon to help another person (the coachee) develop insights and techniques pertinent to the accomplishment of their job and improvement of their job performance

109
Q

Mentoring

A

An on-the-job training method in which a senior member of an organization takes a personal interest in the career of a junior employee

110
Q

E-Learning

A

The use of computer network technology such as the intranet or Internet to deliver information or instruction to individuals

111
Q

Instructor-Led Training

A

Training methods that involve an instructor or facilitator who leads, facilitates, or trains online

112
Q

Self-Directed Learning

A

When individuals or groups take the initiative and responsibility for learning and manage their own learning experiences

113
Q

Asynchronous Training

A

Training that is pre-recorded and available to employees at any time and from any location

114
Q

Synchronous Training

A

Training that is live and requires trainees to be at their computer at a specific time

115
Q

Online/Distance Education

A

The use of computer technology and the Internet to deliver educational content and courses. Can be:
Massive Open Online Courses (MOOCs)
Small Private Online Courses (SPOCs)

116
Q

Electronic Performance Support System (EPSS)

A

A computer-based system that provides access to integrated information, advice, and learning experiences. The goal of an EPSS is to provide whatever is necessary to aid performance and learning at the time it is needed. It is accessed only when it is needed.

117
Q

Virtual Classroom

A

A Web-based platform to deliver live, instructor-led training to geographically dispersed learners
This allows trainees to participate in live discussions with facilitators and co-workers from any location

118
Q

Knowledge Sharing

A

Involves providing task information and know-how to help and

collaborate with others to solve problems, develop new ideas, or implement policies or procedures

119
Q

Communities of Practice

A

Groups of employees who share similar concerns and problems and meet regularly to share their experiences and knowledge, learn from one another, and identify new approaches for working and solving problems

120
Q

Generative Learning

A

A self-initiated and learner-controlled form of collaborative learning in which individuals in a social network share ideas and information, and in the process solve problems and create new knowledge

121
Q

Microlearning

A

Small amounts of bite-sized chunks of focused information to meet a specific learning outcome. It is often used to reinforce and supplement training programs and to provide just-in-time or on-demand learning content.

122
Q

Synthetic Learning Environments (SLE)

A

Technology-based training media that augment, replace, create, and/or manage a learner’s experience with the world by providing realistic content with instructional features

123
Q

Gamification

A

The use of game mechanics and elements from video games to engage and motivate employees in the workplace

124
Q

Adaptive Learning

A

An aspect of Customization. It tailors and adjusts training content and material to the specific needs of trainees

125
Q

Learning Management System

A

Software that is used for the administration, delivery, and management of an organization’s training and development programs

126
Q

Lesson Plan

A

The blueprint that outlines the sequence of activities that will take place in the training program

127
Q

Lesson

A

A cohesive unit of instruction with a specific learning objective

128
Q

Train-the-Trainer

A

Training programs that teach subject-matter experts how to design and deliver training programs

129
Q

Trainability Test

A

A test that measures an individual’s ability to learn and perform training tasks. This is typically done by having individuals take a mini-course or learn a sample of the training that is representative of the content of a training program.

130
Q

Training Plan

A

Who in an organization needs training (e.g., human resources staff), the type of training needed (e.g., structured employment interviewing), and how the training will be delivered (e.g., in a formal classroom).

131
Q

Learning Climate

A

A climate that is conducive to learning and consists of pre-arrival factors, greeting participants, the learning facility/ environment, and the trainer’s style and behaviour

132
Q

Transfer of Training

A

The application of the knowledge and skills acquired in a training program on the job and the maintenance of acquired knowledge and skills over time. 2 conditions for ToT:

  • Generalization
  • Maintenance
133
Q

Transfer of Training - Positive Transfer

A

Trainees apply new knowledge, skills, and attitudes acquired in training on the job

134
Q

Transfer of Training - Zero Transfer

A

Trainees do not use new knowledge, skills, and attitudes acquired in training on the job

135
Q

Transfer of Training - Negative Transfer

A

Training has had a negative effect and trainees are performing worse as a result of a training program

136
Q

Transfer of Training - Near Transfer

A

The extent to which trainees can apply what was learned in training to situations that are very similar to those in which they were trained

137
Q

Transfer of Training - Far Transfer

A

The extent to which trainees can apply what was learned in training to novel or different situations from those in which they were trained

138
Q

Transfer of Training - Horizontal Transfer

A

The transfer of knowledge and skills across different settings or contexts at the same level

139
Q

Transfer of Training - Vertical Transfer

A

Transfer from the individual or trainee level to the organizational level, or the extent to which changes in trainee behaviour or performance transfer to organizational-level outcomes

140
Q

Supervisor Support (Transfer of Training)

A

The extent to which supervisors reinforce and encourage the use of learning on the job

141
Q

Motivation to Transfer

A

A trainee’s intended effort to use on the job skills and knowledge learned in training

142
Q

Identical Elements (Training Design)

A

Training experiences and conditions that closely resemble those in the actual work environment

143
Q

General Principles (Training Design)

A

The general rules and theoretical principles that underlie the application of trained knowledge and skills

144
Q

Stimulus Variability (Training Design)

A

A variety of training stimuli and experiences, such as multiple examples of a concept and practice experiences in a variety of situations

145
Q

Readiness to Learn/Trainability

A

The extent to which an individual has the knowledge, skills, abilities, and motivation to learn the training content

146
Q

Performance Contract (for Trainees)

A

An agreement outlining how the newly learned skills will be applied to the job

147
Q

Transfer of Training Interventions

A

Interventions provided at the end of a training program to facilitate the transfer of training. 3 common types are:

  • Relapse prevention
  • Self-management
  • Goal-setting
148
Q

Relapse Prevention (Transfer of Training)

A

An intervention that instructs trainees to anticipate transfer obstacles and high-risk situations in the work environment and to develop coping skills and strategies to overcome them

149
Q

Self-Management (Transfer of Training)

A

An intervention that instructs trainees to anticipate transfer obstacles and high-risk situations in the work environment and to develop coping skills and strategies to overcome them

150
Q

Goal-Setting Interventions (Transfer of Training)

A

An intervention that instructs trainees about the goal-setting process and how to set specific goals for using trained skills on the job

151
Q

Booster Session (Post-Training)

A

Extensions of training programs that involve a review of the training material

152
Q

Debrief (Post-Training)

A

Discussions about trainees’ transfer experiences and transfer obstacles

153
Q

Self-Coaching (Post-Training)

A

Trainees examine the extent to which they have engaged in trained behaviours and establish performance maintenance and improvement goals

154
Q

Upward Feedback

A

Trainees receive data on the frequency with which they engaged in trained behaviours and written comments on their performance from subordinates

155
Q

Training Evaluation

A

A process to assess the value—the worthiness—of training programs to employees and to organizations

156
Q

Formative (Training) Evaluation

A

Provide data about various aspects of a training program

157
Q

Summative (Training) Evaluation

A

Provide data about the worthiness or effectiveness of a training program

158
Q

Descriptive (Training) Evaluation

A

Provide information describing trainees once they have completed the program

159
Q

Casual (Training) Evaluation

A

It is used to determine whether the training caused the post-training learning and/or behaviours

160
Q

Kirkpatrick’s Hierarchical Model

A

Training is effective when there is success at all 4 levels:
L1: Trainees report positive reactions to a training program
L2: Trainees learn the training material
L3: Trainees apply on the job what they learn in training
L4: Training has a positive effect on organizational outcomes

161
Q

COMA Model

A

a training evaluation model designed for formative evaluation that involves the measurement of Cognitive, Organizational, Motivational, and Attitudinal variables

162
Q

Decision-Based Evaluation (DBE) Model

A

A training evaluation model that specifies the target, focus, and methods of evaluation

163
Q

Affective Reaction (Training Evaluation Variable)

A

Reaction measures that assess trainees’ likes and dislikes of a training program

164
Q

Utility Reaction (Training Evaluation Variable)

A

Reaction measures that assess the perceived usefulness of a training program

165
Q

Declarative Leaning (Training Evaluation Variable)

A

Acquiring facts and information; is by far the most frequently assessed learning measure

166
Q

Procedural Learning (Training Evaluation Variable)

A

Organizing facts and information into a smooth behavioural sequence

167
Q

Training Motivation (Training Evaluation Variable)

A

The direction, intensity, and persistence of learning-directed behaviour in training contexts.

168
Q

Self-Efficacy (Training Evaluation Variable)

A

Beliefs that trainees hold about their ability to successfully perform the behaviours that were taught in a training program.

169
Q

Return on Expectations (Training Evaluation Variable)

A

The measurement of a training program’s ability to meet managerial expectations

170
Q

Casual (Training) Evaluation Designs

A

When data is collected from two “identical” groups of employees where one is trained and the other is not. Training is judged to be effective when the trained group outperforms the untrained group on the relevant post-training measures.

171
Q

Descriptive Training Evaluation Models

A

Indicate the post-training states of trainees in terms of attitudes, knowledge, and/or behaviours. However, they cannot prove that training caused those outcomes

172
Q

Internal Referencing Strategy (IRS)

A

Data are collected exclusively from the trained group using a pre-post design. on both the pre and post measures outcomes are measured by:

  • Relevant Outcome
  • Germane Outcome
173
Q

Cost-effectiveness evaluation (of Training)

A

A comparison of the monetary cost of training to the benefit of training in monetary terms

174
Q

Benefit–Cost Ratio (BCR)

A

The benefit divided by the cost of the training program

175
Q

ROI of Training

A

ROI = Benefits - Cost of the Program/Cost of the Program

176
Q

Technical Skills Training

A

Training in specific job-related skills that all employees need to perform their jobs

177
Q

Non-Technical Skills Training

A

Training in a variety of skills that employees require to work and interact with others

178
Q

Total Quality Management (TQM)

A

A systematic process of continual improvement of the quality of an organization’s products and services

179
Q

(Total Quality Management) TQM Training

A

Training and development is the primary method of reinforcing employee commitment to the consistent delivery of high-quality products and services. TQM involves team training as well as training in the use of statistical tools that are used for problem-solving and decision-making processes

180
Q

Crew Resource Management (CRM) Training

A

A specialized type of team training that teaches team members to use all available resources—people, information, and equipment

181
Q

Training Rigour

A

The degree of mental involvement and effort that must be expended by the trainer and the trainee in order for the trainee to learn the required concepts.

182
Q

Experiential learning (Management Development)

A

Skill practices exercises that actively engage and involve the learner

183
Q

After-Event Reviews (AERs)

A

A management development method that involves formal, structured debriefings held immediately following an experiential learning situation

184
Q

Learning 2.0

A

A shift from learning as a product that is created by organizations for learners to a learner-initiated collaborative process

185
Q

Social Constructivism

A

An approach to learning that emphasizes interactive learning environments in which training participants learn from instructors, participants learn from each other, and the instructor learns from participants

186
Q

Learning Organization

A

An organization that acquires, organizes, and shares information and knowledge, and uses new information/knowledge to change its behaviour in order to achieve its objectives and improve its effectiveness.

187
Q

The characteristics of a learning organization

A 
Personal mastery, 
Building shared vision,
Systems thinking, 
Mental models,
Team learning
188
Q

Adaptive Character Theory (ACT)

A

The learning process as it unfolds across 3 stages: Declarative knowledge, Knowledge compilation, Procedural knowledge (proceduralization)

189
Q

Mental Models

A

Deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we take actions

190
Q

Experimental Designs (Job Evaluation)

A

One group (the program or treatment group) gets the program and the other group (the comparison or control group) does not

191
Q

Non-Experimental Designs (Job Evaluation)

A

Research designs in which an experimenter simply either describes a group or examines relationships between preexisting groups

192
Q

Prove-Performance Goals

A

A person’s focus on performance as their ability to outperform and look better than others

193
Q

Mixed Modelling Strategy (Behavioural Modelling Theory)

A

A Behavioural Modelling Theory that shows trainees what should be done (a positive model) and what should not be done (a negative model)

CHRP - Labour Relations (9 decks)

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