HRD 240

Conditions of Practice

1. Active Practice - suggests that learners should be given an opportunity to repeatedly perform the task or use the knowledge being learned 2. Massed v Spaced Practice 3. Whole v Part Learning - concerns the size of the unit to be learned, that is should trainees practice an entire task or should the task be learned in separate parts 4. Overlearning 5. Knowledge of Results - provides objective information regarding the adequacy of one's performance 6. Task Sequencing

What are some of the challenges for HRD officials?

1. Competing in a global economy - New technologies 2. Eliminating the skills gap 3. Meeting need for lifelong learning 4. Facilitating organizational learning 5. Addressing ethics

What were Kolb's Four Basic Modes (ways) of Learning?

1. Concrete Experience - involves learning through direct experience, emphasizing interpersonal relations, and feeling as opposed to thinking 2. Abstract Conceptualization - a preference for learning by thinking about an issue in theoretical terms 3. Reflective Observation - a preference to learn by watching and examining different points of view to achieve an understanding 4. Active Experimentation - a preference for learning something by actually doing it and judging its practical value

What are the principles that influence association learning? 1. Contiguity 2. Law of Effect 3. Practice

1. Contiguity - objects that are learned together tend to be associated together - For example learning new words and pairing them with a picture 2. Law of Effect - a behavior followed by a pleasurable consequence is likely to be repeated 3. Practice - repetition strengthens the association

What is the purpose of HRD?

1. Improve organizational performance 2. Assist employees and organizations in attaining their goals 3. Change employee behaviors through trainings and other means

What are the internal factors that influence employee behavior?

1. KSA's 2. Motivation - voluntary work 3. Attitudes

What effects the retention of what is learned?

1. Meaningfulness of material 2. Degree of original learning 3. Interference

What are the approaches for explaining motivation?

1. Needs-Based - Maslow's Hierarchy - Alderfer's Existence - Herzeberg's Two-Factor 2. Cognitive Processes - Expectancy - Goal-Setting - Social Learning - Equity 3. Non-Cognitive Processes - Reinforcement

What are the four factors that influence employee behavior in the work environment? (external environment)

1. Outcomes - Personal - Organizational 2. Supervision - Delegates tasks and responsibilities - Sets expectations - Evaluates performance - Provides feedback - Performance expectations (self-fulfilling prophecy) 3. Organization - Types of rewards (reward structure) - Organizational structure/culture - is a set of values, beliefs, norms, and patterns of behavior that are shared by organization members and that guide their behavior. - Job design - can affect the behavior and attitudes of employees; altering the job design may help to improve performance and attitudes 4. Coworkers - Control of outcomes (for example, if an employee behaves in a way that coworkers value, they may reward or reinforce that behavior by offering friendship and recognition) - Norms - guidelines for appropriate behavior - Group dynamics - influence the way an employee may behave when interacting in a group - Teamwork, trust, cohesiveness

What are the types of transfer (training)?

1. Positive Transfer - job performance improves because of training 2. Negative Transfer - performance becomes worse because of the training 3. Zero Transfer - there is no measurable change 4. Near Transfer - involves the ability to directly apply on the job what has been learned in training with little adjustment 5. Far Transfer - has to do with expanding upon what has been learned in training in new and/or creative ways

Robert M. Gagne argued that training could be improved by using three principles...

1. Task Analysis - involves subdividing each task into smaller component tasks 2. Component Task Achievement - state that each component task must be fully achieved before the entire task may be preformed correctly 3. Task Sequencing - argues that the learning situation should be arranged so that each of the component tasks is learned in the appropriate order before the total task is attempted

What are Gagne's Five Categories?

1. Verbal Information - involves the ability to state or declare something, such as a fact or idea 2. Intellectual Skills - rules, concepts, and procedures that are used to control learning, thinking, and remembering 3. Cognitive Strategies - are the skills used to control learning, thinking, and remembering 4. Attitudes - are internal states of mind that can influence which of the several behaviors that we choose 5. Motor Skills - involves using our bodies to manipulate something

Attitudes

A person's general feeling of favorableness or unfavorableness towards some stimulus object Attitudes are always held with respect to a particular object - whether the object is a person, place, event, or idea - and indicate one's feelings or affect towards the object Second major influence on work behavior

Learning

A relatively permanent change in behavior, cognition, or affect that occurs as a result of one's interaction with the environment

Human Resource Development

A set of systematic and planned activities designed by an organization to provides its members with the opportunities to learn necessary skills to meet current and future job demands

Career Development

An on-going process in which individuals progress through a series of stages, each characterized by a relatively unique set of issues, themes, and tasks Working on achieving personal level of maximum achievement - Career planning - Career management

Social Learning Theory

Cognitive Process Theory Outcomes and self-efficacy expectations affect individual performance Outcome Expectation - is a person's belief that performing a given behavior will lead to a given outcome Self-Efficacy - can be defined as "people's judgements of their capabilities to organize and execute courses of action required to attain designated types of performances. - A person's judgement of the likelihood that he or she can successfully perform a particular task or activity Behavioral Model - occurs when a trainee is told the components of the behavior to be learned (for instance, firing a poor performer) and shown a film or videotape in which an actor (the model) demonstrates how to preform the behavior Major Prediction - a person's self-efficacy expectations will determine... - Whether a behavior will be performed - How much effort will be spent - How long the person will continue to perform the behavior

Expectancy Theory

Cognitive Process Theory States that motivation is a conscious process According to this theory, people choose to put their effort into activities that they believe they can perform and will produce desired outcomes. Three key elements... 1. Expectancy - expect that effort results in success 2. Instrumentality - performance results in reward 3. Valence - the value that a person places on a particular outcome

Gagne's Theory of Instruction

Focuses on the kinds of things people learn and how they learn them Two main categories... 1. Taxonomy of learning outcomes (what is being learned) 2. Techniques needed to teach these outcomes

Identical Elements Physical Fidelity Psychological Fidelity

Identical Elements - the closer the training is to the job, the easier it is to achieve transfer Physical Fidelity - extent to which the conditions of the training program are the same as in the performance situation Psychological Fidelity - extent to which trainees attach similar meanings to both the training and performance situations

Training Design

Involves adapting the learning environment to maximize learning. Includes... 1. The conditions of practice that influence learning 2. The factors that impact retention of what is learned

Gerontology

Is the scientific study of old age and aging Five principles can be used for the effective training and development of old adults... 1. Older workers can and do develop 2. Supervisors need to realize that they may consciously or unconsciously exclude older workers from training opportunities because of unwarranted negative attitudes 3. For a training program to be effective for older workers, attention must be paid to motivation, structure, familiarity, organization, and time 4. The organizational climate must reward entry into training and transfer of skills back to the job 5. Training must be considered within an integrated career perspective

KSA

Knowledge - understanding Skills - combine abilities with capabilities that are developed as a result of training and experience Abilities - general capacities related to the performance of a set of tasks

Andragogy (M. Knowles)

Knowles proposes an adult-oriented approach to learning... 1. Adults are self-directed 2. Adults have acquired a large amount of knowledge and experience 3. Adults show a greater readiness to learn tasks that are relevant to them 4. Adults expect immediate results

Line Authority V Staff Authority

Line Authority - is given to managers and organizational units that are directly responsible for the production of goods and services Staff Authority - is given to organizational units that advise and consult line units Usually, line authority supersedes staff authority

Organizational Development

Process of enhancing the effectiveness of an organization and its employees through planned interventions that apply behavioral science concepts. Focuses on micro and macro levels HRD professionals work as a "change agent" to facilitate the change process

ACT/ACT-R Approach

States that the learning process is the same regardless of the material being learned Focuses on the changes that occur as a learner proceeds from knowing what to do to knowing how to do it

Aptitude-Treatment Interaction

The effectiveness of a particular training method may interact with the trainee's abilities Some methods of training may be better suited for certain types of people Two Variables... 1. Cognitive Ability 2. Motivation

What is the focus of instructional psychology?

They focus on what must be done before learning can take place 1. Describe the learning goal 2. Analyze the initial state of the learner 3. Identify the conditions (instructional techniques, procedures, and materials) that allow the learner to gain competence 4. Assess and monitor the learning process

What is the non-cognitive approach to explaining motivation?

This approach explains that motivation is an interaction between behavior and external events without appealing to internal thoughts or needs.

Trainability

Trainability = f x (Motivation x Ability x Perceptions of the Work Environment) If one of these is missing then learning can not occur

Describe the motivation process?

1. Energizing - mobilization of effort 2. Direction - applying effort to one behavior over another 3. Persistence - continuing to perform a behavior

ADDIE

Analyze Develop Design Implement Evaluate