Brainscape's Knowledge GenomeTM

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


See full index

CKE 2 Exam Prep > Unit 7 - Learning & Development > Flashcards

Unit 7 - Learning & Development Flashcards

1
Q

Training

A

The acquisition of KSAs to improve performance in one’s current job.

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

Development

A

The acquisition of KSAs required to perform future job responsibilities and for the long term achievement of individual career goals and organizational objectives.

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

Andragogy

A

Adult oriented approach to learning and development.

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

Pedagogy

A

Traditional approach to learning and development used to educate children.

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

What are implications for learning design concerning adult learners?

A

Adults are goal directed, want to participate & have input in the training design, it needs to be relevant, draw upon their experiences, and have a desire to learn independently.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Anderson’s Adaptive Character of Thought

A

Anderson’s Adaptive Character of Thought is a general theory of cognition that distinguishes between three stages of learning:

  1. Declarative Knowledge
  2. Knowledge Compilation
  3. Procedural Knowledge
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Declarative Knowledge

A

The learning of knowledge, facts and information.

• The learner is still resource dependent.

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

Knowledge Compilation

A
  • Integrating tasks into sequences.
  • Learner’s start applying knowledge
  • Learner’s performance may still be fragmented.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Procedural Knowledge

A
  • The task or skill is mastered.

* Performance is automatic

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

Kolbs Learning Styles

A

Includes a four-stage cycle of learning and four separate learning styles, which is concerned with the learner’s internal cognitive processes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

List & briefly describe the 4 stages in Kolb’s Experiential Learning Cycle

A
  1. Concrete Experience - a new experience or situation is encountered, or a reinterpretation of existing experience.
  2. Reflective Observation of the New Experience - of particular importance are any inconsistencies between experience and understanding.
  3. Abstract Conceptualization reflection gives rise to a new idea, or a modification of an existing abstract concept (the person has learned from their experience).
  4. Active Experimentation - the learner applies their idea(s) to the world around them to see what happens.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

List & briefly describe Kolb’s 4 learning styles

A
  1. Accomodating (feel & do)
  2. Converging (think & do)
  3. Diverging (feel & watch)
  4. Assimilating (think & watch)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Kolb’s Learning Style - Diverging

A

Concrete Experience & Reflective Observation (feel & watch). Great at brainstorming & gathering information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts.

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

Kolb’s Learning Style - Converging

A

Abstract conceptualization & active experimentation (doing & thinking). Use their learning to find practical uses for ideas and theories. They prefer technical tasks, and are less concerned with people and interpersonal aspects.

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

Kolb’s Learning Style - Assimilating

A

Abstract conceptualization and reflective observation (watching & thinking). Require good clear explanation rather than a practical opportunity. They excel at understanding wide-ranging information and organizing it in a clear, logical format.

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

Kolb’s Learning Style - Accomodating

A

Concrete experience and active experimentation (feeling & doing). ‘Hands-on,’ and relies on intuition rather than logic. Use other people’s analysis, and prefer to take a practical, experiential approach.

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

Explicit Knowledge

A
  • Tangible assets that you can buy or trade, such as patents or copyrights, and other forms of intellectual property.
  • Can be written and documented
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Tacit Knowledge

A

Valuable wisdom learned from experience and insight that has been defined as intuition, know how, little tricks, and judgment. Insights & judgement typically acquired through experience.

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

Intellectual Capital

A

The term used to describe the intangible assets provided to an organization by its employees’ efforts and also from its knowledge assets, such as patents, trademarks, copyrights, and other results of human innovation and thought.

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

What are the 4 types of Intellectual Capital?

A

Human Capital
Renewal Capital
Structural Capital
Relationship Capital

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

Human Capital

A

Employees’ knowledge, skills, and abilities (KSAs).

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

Renewal Capital

A

A company’s intellectual property. Includes patents, licenses, copyrights, product and services.

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

Structural Capital

A

The formal systems and informal relationships that allow employees to communicate, solve problems, and make decisions. Includes policies & procedures.

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

Relationship Capital

A

An organization’s relationships with suppliers, customers, and competitors that influence how it does business.

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

Customer Capital

A

The value of an organization’s relationships with its customers. It’s about understanding why people buy and how they make purchasing decisions.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What are the 4 types of knowledge acquisition

A

Environmental Scanning
Formal Learning
Informal Learning
Communities of Practice

27
Q

Communities of practice

A

Group of ee’s who share a common interest & meet regularly to brainstorm, solve problems, and share info to foster continuous learning and improvement.

28
Q

What are the 5 stages in the ADDIE model

A 
Analyze
Design
Develop
Implement
Evaluate
29
Q

What are the 3 stages in Instructional Systems Design (ISD)

A

Needs Analysis
Training Design & Delivery
Evaluation

30
Q

What is the first step in designing a leadership program?

A

Conduct an org analysis

31
Q
  1. Needs Analysis Phase (ADDIE & ISD)
A

Identifies the learning need, solutions to the performance gap, type of training required, learning objectives, and criteria for evaluation.

Includes an org, task, and person analysis.

32
Q

Needs Analysis - Organization Analysis

A

Organization analysis assesses strategy, priorities,

environment, training transfer culture.

33
Q

Needs Analysis - Task Analysis

A

Task analysis assesses the job requirements.

34
Q
  1. Design Phase (ADDIE)
A

The design phase deals with training objectives, content, methods of delivery, and learning principles.

Determine at this stage whether training should be developed in-house or seek an outside provider.

35
Q
  1. Development Phase (ADDIE)
A

Designers make use of the data collected from the two previous stages, and use this information to create a program that will relay what needs to be taught to participants.

36
Q
  1. Implementation Phase (ADDIE & ISD)
A

Create a lesson plan that includes all pertinent information required to run the training. It’s essentially a facilitator binder with course requirements (e.g., seating arrangements, materials)

37
Q

Training Transfer

A

The ability of the participant to apply the learning outside of the classroom.

38
Q

Positive Transfer

A

Training is applied and employee performance improves

39
Q

Zero Transfer

A

Training is not applied and employee performance does not change

40
Q

Negative Transfer

A

Training is applied and employee performance worsens

41
Q

Far Transfer

A

Training can be effectively applied to new and different situations.

42
Q

Horizontal Transfer

A

Training can be effectively applied to different settings. E.g., move to a different dept & successfully apply learnings there.

43
Q

Vertical Transfer

A

Training is applied and organization performance improves. E.g., New customer services skills applied on the job result in an increase in sales

44
Q

Transfer Climate

A

Is the degree to which the work environment enables a learner to apply the training.

45
Q
  1. Evaluation Phase (ISD & ADDIE)
A

Includes summative and formative evaluation. Takes into account the four levels of Kirkpatrick’s Evaluation Model measure.

46
Q

Summative Evaluation

A

Monitor educational outcomes, often for purposes of external accountability. Assesses the program’s worthiness or impact to performance performance, and ROI. Happens after the training is concluded.

Most difficult to perform.

47
Q

Formative Evaluation

A

Qualitative in nature (rather than scores). Assesses the quality of materials and program design. This evaluation takes place before or during a training to improve its design & performance.

Should be used to assess the clarity and relevance of a workshop’s content.

48
Q

What are the four levels of Kirkpatrick’s Evaluation Model measure.

A
  • Reaction
  • Learning
  • Behaviour
  • Results
49
Q

Kirkpatrick - Reaction

A

What they thought and felt about the training.

  • ‘Smile sheets’, feedback forms.
  • Verbal reaction, post post-training surveys or questionnaires.
50
Q

Kirkpatrick - Learning

A

The measurement of the increase in knowledge – before and after.

  • Typically assessments or tests before and after the training.
  • Interviews or observations can also be used.
51
Q

Kirkpatrick - Behavior

A

Extent to which the learning is applied once back on the job – implementation.

Observation and interviews over time are required to assess change, relevance of the change, and the sustainability of the change (longitudinal)

E.g., After attending a project management course, Bob’s project management skills were measured over a 2-month period.

52
Q

Kirkpatrick - Results

A

The effects on the business or environment resulting from the trainee’s performance.

Measures are already in place via normal management systems and reporting; the challenge is to relate results to the trainee.

53
Q

Return on Investment

A
  • A comparison of the cost of a training program relative to its benefits.
  • This involves dividing the net benefit by the cost of the training program.

ROI = Program Benefits – Cost of Program/ Cost of Program X 100

54
Q

Data Collection Designs

A

The manner in which the data is collected, organized and
analyzed.

All data collection designs compare the trained person to something such as other learners or employees in other departments or to the person’s pre-training knowledge.

55
Q

Data Collection Design - Non-experimental Designs

A

Single group that is NOT compared against a control group.

• The single group post post-only design
• The single group pre pre-post design
• The time series design (involve several assessments
at different stages of the training)

56
Q

Data Collection Design - Experimental Designs

A

A trained group is compared against another group that did not receive the training. Assignment to groups is random.

  • The single group design with control group
  • The pre pre-post design with control group
  • The time time-series design with comparison group
57
Q

Data Collection Design - Quasi Experimental Designs

A

Same as experimental except that assignment to a group is NOT random.

58
Q

Mentoring

A

The method in which a member of an organization takes an interest in the career of another member.

The mentor provides coaching and counseling to a junior employee (the protégé). The focus is on the career development of “junior” employees.

59
Q

Coaching

A

Coaching involves one on one, individualized learning. A more experienced and knowledgeable person is formally called upon to help another person develop their insights and techniques pertinent to the accomplishment of their job.

60
Q

Vestibule Training

A

A form of training in which new employees learn the job in a setting that approximates as closely as is practicable to the actual working environment. An example is the training of airline pilots in a simulated cockpit.

61
Q

Post-workshop assessment questions are created during what phase of the instructional systems design model of training and development?

A

Development

62
Q

What are key components of a training objective?

A

Criterion
Condition
Performance

63
Q

COMA Model

A

A training evaluation model that examines knowledge transfer, transfer of learning, participant motivation to learn, and participant confidence in using the new skills

  1. Cognitive
  2. Organizational Environment
  3. Motivation
  4. Attitudes

CKE 2 Exam Prep (12 decks)

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