Occurs when a team actively seeks to work through a problem faced by an organization, while at the same time, learning about teamwork
Describes the sense of self-determination that emerges as a person observes others and the sense of confidence that emerges as the person performs the task.
Describes learning as a process that occurs primarily through generating new experiences - types of learning that occurs in organizations.
Interested in how individuals become top performers. Develops as a person invests in deliberate practice, which is the concentrated, directed or designed by an experienced coach.
Integration of Information
Involves finding similarities between two seemingly different ideas.
Demonstrates how people learn to improve the ways in which they process information and thus exercise better judgment.
Describes a general cognitive ability or intellect
Early research on this topic only considered behavioral change
The experiential approach to learning is illustrated in this four-phase process of learning from experience.
The process a person goes through as they move from developing specialized knowledge of a task to a more complex, integrative learning necessary for more advanced learning in organizations. An individual with this will display the ability to utilize different forms of learning and adapt to new learning situations more easily.
Learning Goal Orientation
Occurs when an individual focuses on developing or attaining a certain competency. It lends itself to taking more risks, embracing failure and trying new things.
Describes a person's preference for learning in each of the phases of the learning cycle.
The process of observing others, thoughtfully considering their actions, and then repeating these actions
In contrast to traditional conceptualizations of intelligence which only consider cognitive capabilities, Howard Gardner identified seven distinct forms. Each form involves gathering and processing different types of knowledge.
Performance Goal Orientation
Occurs when an individual focuses on demonstrating a competency. It results in avoiding challenges, fear of risk taking and approval seeking rather than learning itself.
Producing rewards increases the frequency of certain behaviors and introducing punishments, the frequency could decrease for other behaviors. Organizations use incentives to entice certain desired behaviors through desirable rewards.
Learning Cycle: Phase 1
Concrete / Direct experience
Learning Cycle: Phase 2
Process of Reflective Observation, reflecting on the initial learning experience, gathering new information about it, looking at the experience from different viewpoints and making sense of the experience.
Learning Cycle: Phase 3
Abstract Conceptualization, creating meaning from the experience by developing a theory or thinking about the learning process in an abstract manner
Learning Cycle: Phase 4
Active Experimentation phase involves taking action
Creative Learning Style
likes to brain storm, try out new things, generate new ideas and be creative - often has difficulty finishing projects or carrying out ideas because they become overwhelmed or board quickly
Planning Learning Style
involves putting things together, creating new models and likes to know that ideas are coherent and well thought out
Deciding Learning Style
type of person who likes to put ideas into action - likes to solves problems, is practical at approaching situations and likes to make decisions
Acting Learning Style
involves putting things to work, engaging directly with people, and accomplishing goals - also known as accommodating learning style
Differentiation of Information
Finding differences between two ideas.
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