Support material Ch 2

Chapter review and discussion questions: Guidelines

Please note that answers to questions are guidelines only and not full answers.

1. How does the SABPP describe L&D for the South African context?

See introduction.

The SABPP describes L&D as the practice of providing occupationally directed and other learning
activities that enable and enhance the knowledge, practical skills and workplace experience, and
behaviour of individuals and teams based on current and future occupational requirements for
optimal organisational performance and sustainability. The SABPP’s description of L&D
corroborates the global and local view that the economic competitiveness of a nation is related
to its skills base

2. How do the characteristics of adult learners influence the learning process and design of
learning? How can L&D professionals improve their learning design by incorporating the needs
of adult learners?

See the relevant section in the chapter

• Motivation or need to know: adults learn what they feel the need to learn. Adult learners often
prefer learning programmes that focus on life issues, job tasks or specific problems, in other
words, learning programmes that are personally meaningful in some way

• Readiness to learn is the amount of prerequisite knowledge the learners possess and the
learners’ subjective opinion of their ability to learn the material. It also includes the learners’
general mental ability, goal orientation, experience level and desire to participate in the learning
programme.

• Performance orientation focuses on doing well in training and being evaluated positively.

• Mastery orientation focuses on increasing competence for the task at hand, and view errors and
mistakes as part of the learning process.

• Experience level. Inexperienced learners with lower levels of competency generally benefit
more from longer and more structured learning programmes. In contrast, experienced learners
with high levels of competency thrive in shorter, less structured learning programmes.

3 How do employee competence and motivation affect learning and performance?

 Competence, attitudes and beliefs, knowledge and skills comprise employee competence.
Competence represents ability to perform. Ability to perform, motivation and opportunity to
perform combined lead to learning and performance. Opportunity to perform is influenced by
various factors.

4 Describe the nature of learning.

See the relevant section in the chapter

Learning can be implicit or explicit. Explicit learning comprises memorizing, problem solving and
understanding.

5. How do the various theories of learning support the design and delivery of effective learning
programmes? Describe the important principles of each learning theory as they apply to adult
learning.

See the relevant section in the chapter

The chapter covers the classical theories of learning, namely the behaviouristic, cognitive, social
and humanist perspectives of learning. The impact of each theory of learning on the design and
delivery of learning programmes are also discussed.

The chapter covers the modern theories of learning, namely the experiential learning theory,
action learning, preferred learning styles, mentoring and coaching and constructivist learning
theories. The impact on the design and delivery of learning programmes are also discussed.

6. Why is it important for L&D professionals to incorporate the principles of learning in the design
and delivery of learning programmes?

See the relevant section in the chapter

The principles of learning are as follows: practice and overlearning, identical elements, whole vs
part learning and massed vs distributed practice. The principles and how they should be
incorporated are also discussed.

7. Why is it important for L&D professionals to have a sound knowledge and understanding of
multiple intelligences and emotional intelligence? How would you, as a learning facilitator,
develop the emotional intelligence of your learners?

See the relevant section in the chapter

Gardner’s multiple intelligences are discussed in section 2.9.1 and Sternberg’s three
intelligences are discussed in the chapter.

Gardner’s multiple intelligences are verbal/linguistic, musical/rhythmic, visual/spatial,

bodily/kinaesthetic, logical/mathematical, naturalist, interpersonal and intrapersonal.

Sternberg’s three intelligences are practical, analytical and creative intelligence.

Emotional intelligence is discussed in the chapter. Emotional intelligence comprises self-

awareness, managing own emotions, motivation, empathy and social skills.

Multiple choice questions

1 Which of the following is an example of a competence?

(a) Being able to define learning as described by the SABPP

(b) Being able to formulate learning outcomes for learning and development programmes

(c) Being confident in your ability to pass an examination

(d) Being positive about the implementation of a learning programme you designed

The correct answer is (b). Competence is the behaviours employees display when performing a
task. The formulation of learning outcomes is one of the tasks of a learning and development
professional.

2 Which of the following factors should be taken into account in opportunity to perform?

(a) The individual decision to perform

(b) Knowledge of the work content

(c) Employees’ perception of their work performance

(d) Employees’ impressions of what is expected of them

The correct option is (d). Opportunity to perform is affected by organisational contexts, HR

policies, strategies, procedures and practices and employees’ impression of what is expected of
them.
3 Which of the following is an example of implicit learning?

(a) Learning how to behave in a social situation

(b) Memorising facts in order to pass a test

(c) Being able to do a complex calculation

(d) Suggesting a solution to a problem

The correct option is (a). Learning how to behave in social situations is an example of implicit
learning. Implicit learning focuses on what people learn unconsciously, such as learning how to
behave at a table.

4 Which of the following directly influence adult learners’ willingness to participate in

learning opportunities?

(a) Belief in one’s ability to master the learning material

(b) The perceived value of the knowledge to the learner

(c) Willingness to learn from mistakes

(d) Participants’ level of experience

The correct option is (a). Research has shown that the participants’ belief in their ability to
master the learning material directly influences their motivation to participate in the learning
opportunity.

5 Which one of the following is a characteristic of the andragogical approach to learning?

(a) The facilitator instructs while the participants listen and take notes

(b) The participants are engaged and active throughout the learning process

(c) The participants learn only from the learning facilitator

(d) The facilitator indicates what the participants will be learning

The correct option is (b). In the andragocical approach to learning the learners are active
participants in the learning process.