Week 3

Question 1

Define ‘verbal information’

Answer 1

Names or labels, facts and bodies of knowledge

Question 2

Define ‘intellectual skills’

Answer 2

Mastery of concepts and rules

Question 3

Define ‘motor skills’

Answer 3

Coordination of physical movement

Question 4

Define ‘attitude’

Answer 4

A combination of beliefs and feelings that predispose a person to behave in a certain way

Question 5

Define ‘cognitive strategies’

Answer 5

Strategies that regulate the learning processes; they relate to the learn’s decision regarding what information to attend to, how to remember and how to solve problems.

Question 6

List the seven learning theories

Answer 6

Reinforcement theory
Social learning theory
Goal theories (goal-setting theory and goal orientation)
Needs theory
Expectancy theory
Adult learning theory
Information-processing theories

Question 7

Define ‘reinforcement theory’

Answer 7

A theory asserting that people are motivated to perform or avoid certain behaviours because of past outcomes that have resulted from those behaviours

Question 8

Define ‘social learning theory’

Answer 8

A theory asserting that people learn by observing other people (role models) who they believe are credible and knowledgeable.

Question 9

Explain ‘reinforcement theory’

Answer 9

Emphasises that people are motivated to perform or avoid certain behaviours because of past outcomes that have resulted from those behaviours.
Reinforcement theory includes several processes:
-positive reinforcement
-negative reinforcement
-extinction
-punishment
From a training perspective, it suggests that the trainer needs to identify what outcomes the learner finds most positive (and negative) for learners to:
-acquire knowledge
-change behaviour
-modify skills.
Trainers then need to link these outcomes to learners acquiring knowledge, skills or changing behaviours.

Question 10

Explain ‘social learning theory’

Answer 10

This emphasises that people learn by observing other individuals (models) whom they believe are credible and knowledgeable.
It recognises that behaviour that is reinforced or rewarded tends to be repeated.
The models’ behaviour or skill that is rewarded is adopted by the observer.
Learning is influenced by a person’s self-efficacy—a person’s judgment about whether they can successfully learn knowledge and skills.

Question 11

Define ‘self-efficacy’

Answer 11

Employees’ belief that they can successfully perform their job or learn the content of a training program

Question 12

Define ‘verbal persuasion’

Answer 12

Offering word of encouragement to convince other that they can learn

Question 13

Define ‘modeling’

Answer 13

Having employees who have mastered the desired learning outcomes demonstrate them for trainees

Question 14

Define ‘goal-setting theory’

Answer 14

A theory assuming that behaviour results from a person’s conscious goals and intentions

Question 15

Explain ‘goal-setting theory’

Answer 15

This theory assumes that behaviour results from a person’s conscious goals and intentions.
Specific challenging goals result in better performance than vague, unchallenging goals.
Learning can be facilitated by providing employees with specific, challenging goals.
SMART goals: Specific, measurable, achievable, relevant, time-bound

Question 16

Explain ‘need theories’

Answer 16

These theories help explain the value that a person places on certain outcomes.
- Basic needs, safety needs, social needs, esteem needs, self-actualizing needs
A need is a deficiency that a person is experiencing at any point in time.
Needs theories suggest that to motivate learning:
trainers should identify trainees’ needs, and
communicate how training program content relates to fulfilling these needs.
If the basic needs of trainees are not met, they are unlikely to be motivated to learn.

Question 17

Outline the components of Alderfer’s ERG needs-theory

Answer 17

Existence
Relatedness
Growth

Question 18

Outline the components of McClelland’s needs-theory

Answer 18

Achievement
Affiliation
Power

Question 19

Define ‘expectancy’

Answer 19

Belief about the link between trying to perform a behaviour (or effort) and actually performing well: the mental state that the learner brings to the instructional process

Question 20

Explain ‘expectancy theory’

Answer 20

This theory suggests that learning is most likely to occur when employees believe:
they can learn the content of the program (expectancy)
learning is linked to outcomes such as better job performance, a salary increase or peer recognition (instrumentality).
It also suggests that learning is most likely to occur when employees value the two outcomes above.

Question 21

Define ‘instrumentality’

Answer 21

In expectancy theory, a belief that performing a given behaviour is associated with a particular outomce

Question 22

Define ‘valence’

Answer 22

The value that a person places on an outcome

Question 23

Explain adult learning theory

Answer 23

This theory is based on several assumptions about adults.

• need to know why they are learning something.
• have a need to be self-directed.
• bring more work-related experiences into the learning situation.
• enter into a learning experience with a problem-centred approach to learning.
• are motivated to learn by both extrinsic and intrinsic motivators.

Question 24

Define ‘andragogy’

Answer 24

The theory of adult learning

Question 25

Explain ‘information-processing theories’

Answer 25

This theory stresses internal processes occurring when training content is learned. It highlights how external events influence learning informing the learner of the objectives to establish an expectation)

• cues such as diagrams and maps to suggest ways to
• code training content so it can be stored in memory.

Question 26

Outline the seven implications of the learning process for instruction

Answer 26

Employees need to:

1. know why they should learn
2. have meaningful training content
3. have opportunities to practice
4. commit training content to memory
5. receive feedback.
6. learn through:
   
   • observation
   • experience
   • interacting with others.
7. need the training program to be properly coordinated and arranged.

Question 27

Define ‘instruction’

Answer 27

The adaption of the learning environment in which learning is to occur

Question 28

Define ‘expectancy’

Answer 28

Belief about the link between trying to perform a behaviour (or effort) and actually performing well; the mental state that the learner brings to the instructional process.

Question 29

Define ‘perception’

Answer 29

The ability to organise a message from the environment so it can be processed and acted upon.

Question 30

Define ‘working storage’

Answer 30

The rehearsal and reputation of information, allowing it to be coded for memory.

Question 31

Define ‘rehearsal’

Answer 31

A learning strategy focusing on learning through repetition (memorization)

Question 32

Define ‘organising’

Answer 32

A learning strategy that requires the learner to find similarities and themes in the training material.

Question 33

Define ‘retrieval’

Answer 33

The identification of learnt material in long-term memory and the use of it to influence performance.

Question 34

Define ‘generalising’

Answer 34

Adapting learning for use in similar but not identical situations.

Question 35

Define ‘gratifying’

Answer 35

The feedback that a learner receive from using learning content’

Question 36

Define ‘metacognition’

Answer 36

A learning strategy whereby trainees direct their attention to their own learning process.

Question 37

Define ‘advance organisers’

Answer 37

Outlines, texts, diagrams and graphs that help trainees to organise information that will be presented and practiced.

Question 38

Define ‘error management training’

Answer 38

Training in which trainees are given opportunities to make errors, which can aid learning and improve trainees’ performance on the job.

Question 39

Define ‘whole practice’

Answer 39

A training approach in which all tasks or objectives are practiced at the same time.

Question 40

Define ‘part practice’

Answer 40

Training approach which each objective or task is practiced individually as soon as it is introduced in a training program.

Question 41

Define ‘automatisation’

Answer 41

Making the performance of a task, recall of knowledge, or demonstration of a skill so automatic that it requires little thought or attention.

Question 42

Explain the questions employees want answered for ‘employees need to know why they should learn’

Answer 42

What is the objective?
Why am I doing this?
What are the training goals?

Question 43

Explain the the components of ‘employees need meaningful training content’

Answer 43

Link to current /past experience
Tell success stories from trainees
Link to organisational goals and strategy
Good and bad examples – relevant
Make choices

Question 44

Explain components of ‘employees need opportunities to practice’

Answer 44

Physical or mental rehearsal
Case studies
Simulations, games, 
How to apply on the job – eg call centre
advance organisers – eg overview 
Overlearning
Error management training

Question 45

Outline the components of ‘employees need feedback’

Answer 45

Positive and negative
Specific
How to improve

Question 46

Explain how ‘employees learn through observation, experience and interacting with others’

Answer 46

Onsite training

Question 47

Explain how ‘employees need the training program to be properly coordinated and arranged’

Answer 47

Notice, details, dates etc
Enrolling
Preparing materials and activities
Room, equipment etc