Chapter 4: Learning and Transfer of Training
Lapses
When the trainee uses previously learned, less effective capabilities instead of trying to apply the capability emphasized in the training program.
Valence
The value that a person places on an outcome.
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.
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 whom they believe are credible and knowledgeable.
Instrumentality
A belief that performing a given behavior is associated w/ a particular outcome.
Attitudes
A combination of beliefs and feelings that predispose a person to behave a certain way.
Need
A deficiency that a person is experiencing at any point in time.
Self-Efficacy
A person's judgement about whether he or she can successfully learn knowledge and skills.
Goal Setting Theory
Assumes that behavior results from a person's conscious goals and intentions.
Generalizing
Being able to adapt the learning for use in similar but not identical situations.
Expectancies
Beliefs about the link between trying to perform a behavior and actually performing
Massed Practice
Condition in which individuals practice a task continuously, without resting.
Spaced Practice
Conditions in which individuals are given rest intervals within practice sessions.
Intellectual Skills
Include concepts and rules, which are critical to solve problems, serve customers, and create products.
Modeling
Involves having employees who already have mastered the learning outcomes demonstrate them for trainees.
Logical Verification
Involves perceiving a relationship between a new task and a task already mastered.
Open Skills
Linked to more general learning principles . There is no single correct way to perform
Advance Organizers
Outlines, texts, diagrams, and graphs that help trainees organize the information that will be presented and practiced.
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.
Self-Management
Refers to a person's attempt to control certain aspects of decision making and behavior.
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.
Key behaviors
Refers to behaviors that can be used successfully in a wide variety of situations.
Training Administration
Refers to coordinating activities before, during, and after the program.
Error Management Training
Refers to giving trainees opportunities to make errors during training.
Communities of Practice
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.
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 skill so automatic that it requires little thought or attention.
Overall Task Complexity
Refers to the degree to which a task requires a number of distinct behaviors, the # 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 w/ the training material and assessing their progress toward learning.
Expectancy
Refers to the mental state that the learner brings to the instructional process.
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 have learned over time.
Objective
Refers to the purpose and expected outcome of training activities.
Far Transfer
Refers to the trainee's ability to apply learned capabilities to the work environment, even though the work environment is not identical to that of the training session.
Transfer of Training
Refers to the 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.
Climate for Transfer
Refers to trainees' perceptions about a wide variety of characteristics of the work environment that facilitate or inhibit the use of trained skills or behavior.
Closed Skills
Refers to training objectives that are linked to learning specific skills that are to be identically produced by the trainee on their job.
Learning Orientation
Relates to trying to increase ability or competence in a task.
Organizing
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.
Cognitive Theory of Transfer
States that the likelihood of transfer depends on the trainees' ability to retrieve learned capabilities.
Stimulus Generalization Approach
Suggests that the way to understand the transfer of training issue is to construct training so that the most important features or general principles are emphasized.
Andragogy
The theory of adult learning.
