Quiz 4

Identical elements Theory

Training environment is identical to work environment. (Near-Closed Skills)

TRANSFER OF TRAINING THEORY

Transfer of training is more likely to occur when the trainee works on tasks during training (e.g., knowledge, equipment, or processes) that are very similar, if not identical, to the work environment (near transfer).

Types pf learning outcomes

Verbal skills Intellectual Skills Motor skills Attitudes Cognitive strategies

Part Practice

an objective or task should be practiced individually as soon as each is introduced in the training program

theory of adult learning

andragogy

Attitudes

are a combination of beliefs and feelings that predispose a person to behave a certain way.

open skills

are linked to more general learning principles. For example, customer service skills are examples of open skills. There is not a single correct way to perform and the learner is given some general principles to follow.

Massed practice conditions

are those in which individuals practice a task continuously, without resting.

Goal setting theory

assumes that behavior results from a person's conscious goals and intentions. Goals influence a person's behavior by directing energy and attention, sustaining effort over time, and motivating the person to develop strategies for goal attainment.

Intellectual skills include

concepts and rules, which are critical to solve problems, serve customers, and create products.

4 Stages of the leaning cycle

concrete experience (Work Problem) reflective observation (Thinking about problem) abstract conceptualization (Idea how to solve problem) active experimentation(Implementing ideas)

Reinforcement theory

emphasizes that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors.

Social learning theory

emphasizes that people learn by observing other persons (models) whom they believe are credible and knowledgeable. Social learning theory also recognizes that behavior that is reinforced or rewarded tends to be repeated.

Motor skills

include coordination of physical movements.

Verbal information

includes names or labels, facts, and bodies of knowledge. Verbal information includes specialized knowledge that employees need in their jobs.

paced practice conditions

individuals are given rest intervals within practice sessions.

Modeling

involves having employees who already have mastered the learning outcomes demonstrate them for trainees.

Retrieval

involves identifying learned material in long-term memory and using it to influence performance.

Logical verification

involves perceiving a relationship between a new task and a task already mastered. Trainers and managers can remind employees when they encounter learning difficulties that they have been successful at learning similar tasks.

need

is a deficiency that a person is experiencing at any point in time.

Valence

is the value that a person places on an outcome (e.g., how important it is to perform better on the job).

Verbal persuasion

means offering words of encouragement to convince others they can learn.

Learner-content interaction

means that the learner interacts with the training content. Learner-content interaction includes reading text on the web or in books, listening to multimedia modules, performing activities that require the manipulation of tools or objects (such as writing), completing case studies and worksheets, or creating new content based on learned information.

Generlizing

not only being able to reproduce exactly what was learned, but also being able to adapt the learning for use in similar but not identical situations.

Information processing theories

propose that information or messages taken in by the learner undergo several transformations in the human brain.

Key behaviors

refer to behaviors that can be used successfully in a wide variety of situations.

External conditions

refer to processes in the learning environment that facilitate learning. These conditions include the physical learning environment, as well as opportunities to practice and receive feedback and reinforcement.

Internal conditions

refer to processes within the learner that must be present for learning to occur. These processes include how information is registered, stored in memory, and recalled.

Boosters

refer to retrieval opportunities that can help the learner's brain consider training information as important and help retain it. Boosters can include short multiple choice, short-answer quizzes, or other activities that require learners to retrieve what they have learned from long-term memory.

Closed skills

refer to training objectives that are linked to learning specific skills that are to be identically produced by the trainee on their job. There is only one correct way to complete a task if it requires closed skills. (Exact Process)

Learning

refers to a relatively permanent change in human capabilities that can include knowledge, skills, attitudes, behaviors, and competencies that are not the result of growth processes.

Generalization

refers to a trainee's ability to apply what they learned to on-the job work problems and situations that are similar but not necessarily identical to those problems and situations encountered in the learning environment

Past accomplishments

refers to allowing employees to build a history of successful accomplishments. Managers can place employees in situations where they are likely to succeed and provide training so that employees know what to do and how to do it.

Error management training

refers to giving trainees opportunities to make errors during training. In error management training, trainees are instructed that errors can help learning, and they are encouraged to make errors and learn from them.

Communities of practice (COPs)

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

Metacognition

refers to individual control over one's thinking.

Learner-learner interaction

refers to interaction between learners, with or without an instructor. Learner-learner interaction, including observing and sharing experience with peers, may be especially useful for training interpersonal skills (such as communications), acquiring personal knowledge based on experience

Learner-instructor interaction

refers to interaction between the learner and the expert (trainer). Trainers can facilitate learning by presenting, demonstrating, and reinforcing content.

Performance orientation

refers to learners who focus on task performance and how they compare to others.

Automatization

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

Perception

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

Semantic encoding

refers to the actual coding process of incoming messages.

Overall task complexity

refers to the degree to which a task requires a number of distinct behaviors, the number of choices involved in performing the task, and the degree of uncertainty in performing the task.

Fidelity

refers to the extent to which the training environment is similar to the work environment.

gratifying

refers to the feedback that the learner receives as a result of using learning content.

Goal orientation

refers to the goals held by a trainee in a learning situation.

Self-regulation

refers to the learner's involvement with the training material and assessing their progress toward learning. Learners who engage in self-regulation likely learn more effectively because they are able to monitor their progress, identify areas needing improvement, and adjust their learning.

Expectancy

refers to the mental state that the learner brings to the instructional process. This includes factors such as readiness for training (motivation to learn, basic skills) as well as an understanding of the purpose of the instruction and the likely benefits that may result from learning and using the learned capabilities on the job.

training context

refers to the physical, intellectual, and emotional environment in which training occurs.

Maintenance

refers to the process of trainees continuing to use what they learned over time

Far transfer

refers to the trainee's ability to apply learned capabilities to the work environment, even though the work environment (equipment, problems, and tasks) is not identical to that of the training session.

Instruction

refers to the trainer's manipulation of the environment in order to help trainees learn.

Transfer of training

refers to trainees effectively and continually applying what they have learned in training to their jobs.

Near transfer

refers to trainees' ability to apply learned capabilities exactly to the work situation.

Cognitive strategies

regulate the processes of learning. They relate to the learner's decision regarding what information to attend to (i.e., pay attention to), how to remember, and how to solve problems.

working storage

rehearsal and repetition of information occur, allowing material to be coded for memory.

Learning orientation

relates to trying to increase ability or competence in a task.

Organizing learning

requires the learner to find similarities and themes in the training material.

Elaboration

requires the trainee to relate the training material to other, more familiar knowledge, skills, or behaviors.

Expectancy theory

suggests that a person's behavior is based on three factors: expectancy, instrumentality, and valence.

Lapses

take place when the trainee uses previously learned, less effective capabilities instead of trying to apply the capability emphasized in the training program.

Rehearsal Learning

the simplest learning strategy, focuses on learning through repetition (memorization).

expectancies

Beliefs about the link between trying to perform a behavior and actually performing

Stimulus generalization Theroy

General principles are applicable to many different work situations. (Far-Open Skills)

Cognitive theory

Meaningful material and coding schemes enhance storage and recall of training content. the likelihood of transfer depends on the trainees' ability to retrieve learned capabilities.(Near & Far)

Need Theories

Need theories help explain the value that a person places on certain outcomes.

Whole Practice

One option is that all tasks or objectives should be practiced at the same time

Instrumentality

a belief that performing a given behavior (e.g., attending a training program) is associated with a particular outcome (e.g., being able to better perform your job)