MANA 4353 Chapter 4 - Noe

Generalization

A trainee's ability to apply learned capabilities to on-the-job work problems and situations that are similar but not identical to problems and situations encountered in the learning environment.

Reinforcement Theory

Argues that behavior is a function of its consequences, whether they be positive or negative. ------------------------------ Behavior that is reinforced is increased or sustained by 1) the receipt of positively valued consequences or 2) the avoidance or escape of negatively valued consequences. Behavior that is not reinforced is decreased by 3) the receipt of negatively valued consequences or 4) the absence of reinforcement.

Expectancy Theory

Argues that motivation is a product of three components: 1) Expectancy - the perception of the relationship between one's efforts and a particular level of performance 2) Instrumentality - the perception of the relationship between performance and the consequences that follow it 3) Valence - the perceived value of consequences that are available within a given situation

Social Learning Theory (SLT)

Argues that people learn by observing the actions and corresponding consequences that occur to other people. It is in some respects an extension of reinforcement theory by way of highlighting the role of consequences in shaping behavior. However, it recognizes that people can learn by _observing_ the patterns of action and consequences without necessarily having to experience them first hand.

Goal Setting Theory (GST)

Argues that performance (here, learning in a training program) is enhanced when goals: 1) are Specific 2) are Challenging 3) are paired with Feedback on progress toward goal achievement 4) are Committed to by the learner

Methods for Influencing Self-Efficacy (part of SLT)

1) Verbal persuasion - "You can do it, don't give up!" 2) Logical verification - "If you can do that, you can do this!" 3) Past accomplishments - Can be maybe better thought of as establishing a series of small wins before bigger ones. "Small steps come before big steps!" or "You have to learn to walk before you can run!" 4) Modeling - "If they could do it, so can you!"

Spaced Practice

A matter of breaking an overall or parent process down into its constituent parts and progressing through the steps or parts individually. This is in contrast to progressing through a particular process in 'one fell swoop' as it were or in 'one go' as a whole unit of performance.

Massed Practice

A matter of progressing through a particular process in 'one fell swoop' as it were or in 'one go' as a whole unit of performance. This is done in contrast to breaking the parent process down into its constituent parts and progressing through them individually.

Key Behaviors

A set of behaviors that is necessary to complete a task; an important part of behavior modeling training.

Near Transfer

A trainee's ability to apply learned capabilities exactly to the work situation.

Overlearning

Employees' continuing to practice even if they have been able to perform the objective several times.

Metacognition

Involves the reflection upon and control over one's own thinking processes - sort of 'thinking about your way of thinking'. Basically it involves ensuring that the mental approach, script, or process used to cope with problems or situations is appropriate to the task at hand. It might be thought of as ensuring that our mental approach to something is efficient and effective. Also see the examples on p. 157.

Self-Regulation

Learner's involvement with the training material and assessing their progress toward learning.

Automatization

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

External Conditions

Processes in the learning environment that facilitate learning.

Internal Conditions

Processes within the learner that must be present for learning to occur.

Theory of Identical Elements

Proposes that transfer of training occurs when what is being learned in the training session is identical to what the trainee has to perform on the job.

Performance Orientation

Refers to a relatively stronger emphasis on how one's learning efforts or achievements compare to those of other persons versus how well one has accomplished the learning task.

Learning Orientation

Refers to a relatively stronger emphasis on learning the task well versus comparing oneself to the learning achievements of others.

Lapses

Situations in which a trainee uses previously learned, less effective capabilities instead of trying to apply capabilities emphasized in a training program.

Cognitive Strategies

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

Perception

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

Semantic Encoding

The actual coding process of incoming memory.

Expectancy

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

Stimulus Generalization Approach

The construction of training to emphasize the most important features or general principles.

Fidelity

The extent to which a training environment is similar to a work environment.

Training Context

The physical, intellectual, and emotional environment in which training occurs.

Maintenance

The process of continuing to use newly acquired capabilities over time.

Working Storage

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

Cognitive Theory of Transfer

Theory (model) asserting that the likelihood of transfer depends on the trainee's ability to retrieve learned capabilities.

McClelland's Needs Theory

This theory argues for the role of three central processes or needs: 1) nAch - the need for achievement - to meet or maintain self-set standards of excellence. 2) nAff - the need for affiliation - to have positive social relationships with others and to be accepted by them. 3) nPow - the need for power - to attain reputation, influence, or responsibility.

Far Transfer

Trainees' ability to apply learned capabilities to the work environment even though it is not identical to the training session environment.

Transfer of Training

Trainees' applying to their jobs the learned capabilities gained in training.

Climate for Transfer

Trainees' perceptions about a wide variety of characteristics of the work environment; these perceptions facilitate or inhibit use of trained skills or behavior.

Error Management Training

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

Open Skills

Training objectives linked to general learning principles.

Closed Skills

Training objectives that are linked to learning specific skills that are to be identically produced by the trainee on their job.

Metacognition

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

Attitudes

A category of Learning Outcomes in Chapter 4 that refers to a combination of ABC factors: 1) Affective (or feeling), 2) Behavioral (intention to act), and 3) Cognitive (belief or perception) elements. The combination of these elements predispose persons to behave in a certain way toward a given object or 'thing'.

Motor Skills

A category of Learning Outcomes in Chapter 4 that refers to one's command and coordination of physical movements or maneuvers.

Intellectual Skills

A category of Learning Outcomes in Chapter 4 that refers to one's command of knowledge or rules that enable one to solve problems, serve customers, or create products.

Verbal Information

A category of Learning Outcomes in Chapter 4 that refers to one's command of names or labels, facts, or bodies of knowledge.

Communities of Practice

A group of employees who work together, learn from each other, and develop a common understanding of how to get work accomplished.

Elaboration

A learning strategy requiring the trainee to relate the training material to other more familiar knowledge, skills, or behavior.

Andragogy

Deals with the theoretical assumptions underlying adult versus child learning processes. (See p. 148 for this contrast).

Learning

Formally defined in the textbook chapter as a relatively permanent change in human capabilities that is not the result of growth processes. This is sort of an indirect definition, but it essentially means that _if_ we can rule out natural growth or developmental processes as potential causes of a demonstrable change in a person's capabilities, then the observed change is much more likely due to the person's exposure to or experience with a particular phenomenon.

Advance Organizers

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

Self Management

Person's attempt to control certain aspects of his or her decision making and behavior.