IELTS Reading: Xây Dựng Văn Hóa Học Tập Trong Tổ Chức – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Chủ đề về văn hóa học tập trong tổ chức (learning culture in organizations) là một trong những chủ đề phổ biến và quan trọng trong kỳ thi IELTS Reading. Với xu hướng phát triển của thế giới doanh nghiệp hiện đại, việc xây dựng môi trường học tập liên tục đang trở thành yếu tố then chốt quyết định sự thành công của các tổ chức. Chủ đề này thường xuyên xuất hiện trong các bài thi IELTS thực tế, đặc biệt là ở Passage 2 và Passage 3 với độ khó từ trung bình đến cao.

Trong bài viết này, bạn sẽ được trải nghiệm một đề thi IELTS Reading hoàn chỉnh với ba passages có độ khó tăng dần từ Easy đến Hard. Đề thi bao gồm 40 câu hỏi đa dạng, giống như trong kỳ thi thật, cùng với đáp án chi tiết và giải thích cụ thể. Bạn cũng sẽ học được những từ vựng quan trọng liên quan đến chủ đề quản lý, phát triển tổ chức và văn hóa doanh nghiệp.

Đề thi này phù hợp cho học viên có trình độ từ band 5.0 trở lên, giúp bạn làm quen với format câu hỏi thực tế và rèn luyện kỹ năng đọc hiểu học thuật một cách bài bản.

1. Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài trong 60 phút với 3 passages và tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng được tính 1 điểm, không bị trừ điểm khi trả lời sai. Điểm số thô (raw score) sau đó được chuyển đổi thành band điểm từ 1-9.

Phân bổ thời gian khuyến nghị:

• Passage 1 (Easy): 15-17 phút
• Passage 2 (Medium): 18-20 phút
• Passage 3 (Hard): 23-25 phút
• Thời gian chuyển đáp án: 2-3 phút

Lưu ý rằng không có thời gian thêm để chuyển đáp án vào answer sheet, vì vậy bạn cần quản lý thời gian thật chặt chẽ.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm đầy đủ các dạng câu hỏi phổ biến trong IELTS Reading:

1. Multiple Choice – Câu hỏi trắc nghiệm
2. True/False/Not Given – Xác định tính đúng sai của thông tin
3. Matching Headings – Nối tiêu đề với đoạn văn
4. Sentence Completion – Hoàn thành câu
5. Summary Completion – Hoàn thành đoạn tóm tắt
6. Matching Features – Nối thông tin với đặc điểm
7. Short-answer Questions – Câu hỏi ngắn

Mỗi dạng câu hỏi đòi hỏi kỹ năng đọc hiểu khác nhau, từ tìm thông tin chi tiết đến phân tích và suy luận.

2. IELTS Reading Practice Test

PASSAGE 1 – The Foundation of Learning Organizations

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

In today’s rapidly changing business environment, organizations that fail to learn and adapt quickly find themselves at a significant disadvantage. A learning culture is no longer just a desirable feature but has become a fundamental requirement for organizational survival and success. But what exactly does it mean to foster a learning culture, and why has it become so critical in modern workplaces?

A learning culture can be defined as an organizational environment that actively promotes and facilitates continuous learning, knowledge sharing, and skill development among all employees. In such organizations, learning is not viewed as a separate activity confined to formal training sessions but is embedded into the daily work routine. Employees at all levels are encouraged to ask questions, experiment with new approaches, seek feedback, and learn from both successes and failures.

The benefits of establishing a strong learning culture are substantial. Research has consistently shown that organizations with robust learning cultures outperform their competitors in several key areas. They demonstrate higher levels of innovation, as employees feel safe to propose and test new ideas. Employee engagement and satisfaction scores are typically higher because workers feel valued and see clear opportunities for personal and professional growth. Additionally, these organizations show better adaptation to market changes and technological disruptions, as their workforce is continuously updating skills and knowledge.

Creating a learning culture begins with leadership commitment. Senior leaders must not only endorse learning initiatives but also model learning behaviors themselves. When executives openly discuss what they are learning, admit mistakes, and seek input from others, they send a powerful message throughout the organization. This top-down modeling is essential because employees take their cues from leadership regarding what behaviors are truly valued, regardless of official policies.

However, leadership support alone is insufficient. Organizations must also establish concrete mechanisms and structures that enable learning. This includes allocating dedicated time for learning activities, which many employees cite as their biggest barrier to development. Some forward-thinking companies have introduced “learning hours” where employees can focus on skill development without the pressure of immediate work deliverables. Others have created peer learning programs where colleagues share expertise with one another, leveraging the collective knowledge that already exists within the organization.

Physical and digital infrastructure also plays a crucial role. Modern learning platforms and technologies make it easier than ever to access learning resources. Many organizations now provide employees with subscriptions to online learning platforms, create internal knowledge repositories, or develop custom e-learning modules tailored to their specific needs. The key is ensuring these resources are easily accessible and relevant to employees’ actual work challenges.

Another critical element is the establishment of psychological safety – a workplace climate where people feel comfortable taking interpersonal risks. In psychologically safe environments, employees are not afraid to ask questions that might reveal knowledge gaps, propose unconventional ideas, or acknowledge mistakes. Research by Harvard professor Amy Edmondson has demonstrated that psychological safety is a prerequisite for effective learning in teams and organizations. Without it, employees will hide mistakes rather than learn from them, and innovation will be stifled.

Recognition and reward systems must also align with learning objectives. If organizations claim to value learning but only reward short-term results, employees will prioritize immediate outcomes over development. Progressive companies are redesigning their performance management systems to explicitly recognize and reward learning behaviors such as knowledge sharing, mentoring others, and acquiring new skills.

Finally, fostering a learning culture requires patience and persistence. Cultural change does not happen overnight, and organizations must be prepared for a gradual transformation. Measuring progress through metrics such as training participation rates, knowledge sharing activities, and employee feedback helps maintain momentum and demonstrates the value of learning investments to stakeholders.

Questions 1-5

Do the following statements agree with the information given in the passage?

Write:

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

1. Learning cultures are now considered essential rather than optional for business success.
2. In learning organizations, learning activities are completely separate from regular work.
3. Companies with strong learning cultures always have larger training budgets than their competitors.
4. Senior leaders should demonstrate their own learning behaviors to influence organizational culture.
5. Amy Edmondson’s research focused specifically on technology companies.

Questions 6-9

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

6. Many employees identify lack of __ as their main obstacle to learning.
7. Some companies have introduced __ to allow employees focused development time.
8. Organizations should ensure learning resources are __ and related to real work problems.
9. Cultural transformation in organizations requires both patience and __.

Questions 10-13

Choose the correct letter, A, B, C, or D.

10. According to the passage, what is a key characteristic of a learning culture?

    • A. It requires expensive training programs
    • B. Learning is integrated into everyday work
    • C. Only senior staff participate in learning
    • D. Learning happens once per year

11. What does the passage say about psychological safety?

    • A. It is necessary for learning to occur effectively
    • B. It is only important for management teams
    • C. It reduces productivity in most cases
    • D. It has been proven ineffective by research

12. How should reward systems support learning culture?

    • A. By only rewarding learning achievements
    • B. By ignoring short-term business results
    • C. By recognizing both results and learning behaviors
    • D. By giving rewards to managers only

13. What role do learning platforms and technologies play?

    • A. They completely replace traditional training
    • B. They make learning resources more accessible
    • C. They are the most important element
    • D. They only work for technical skills

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PASSAGE 2 – Implementing Learning Culture Strategies

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

While the theoretical benefits of a learning culture are well-documented, the practical implementation presents significant challenges that many organizations struggle to overcome. Understanding these challenges and developing targeted strategies to address them is paramount for any transformation initiative aimed at building a genuine learning culture. The journey from a traditional, hierarchical organization to a learning-oriented one requires systematic changes across multiple dimensions of organizational life.

A. One of the most formidable obstacles is overcoming resistance to change, particularly among middle management. While senior executives may champion learning initiatives, middle managers often feel caught between competing demands. They face pressure to deliver immediate results while simultaneously being asked to invest time in development activities that may not yield tangible outcomes for months or years. This tension can create skepticism about learning programs and result in half-hearted implementation. Successful organizations address this by explicitly including learning facilitation in middle managers’ performance objectives and providing them with resources and training to effectively support their teams’ development.

B. The measurement challenge represents another critical hurdle. Unlike traditional business metrics such as revenue or productivity, the impact of learning investments can be difficult to quantify, especially in the short term. Sophisticated organizations are developing comprehensive evaluation frameworks that combine multiple indicators, including both leading and lagging measures. Leading indicators might include participation rates in learning activities, knowledge-sharing frequency, and employee engagement scores related to development opportunities. Lagging indicators could encompass improvements in performance metrics, innovation outputs, and talent retention rates. The key is establishing clear linkages between learning activities and business outcomes, even if those connections are indirect and take time to manifest.

C. Technological infrastructure, while enabling learning, can also become a barrier when poorly implemented. Organizations sometimes make the mistake of investing heavily in sophisticated learning management systems (LMS) without adequately considering user experience or integration with existing workflows. Employees may find these systems cumbersome to navigate or irrelevant to their daily needs, leading to low adoption rates. Best-practice organizations take a more holistic approach, selecting technologies that are intuitive, mobile-friendly, and seamlessly integrated with tools employees already use. They also curate content carefully, ensuring that learning resources are not only abundant but also well-organized, high-quality, and directly applicable to work challenges.

D. Time constraints remain one of the most persistent challenges cited by employees across industries. In demanding work environments where employees are already stretched thin, finding time for learning can seem impossible. Innovative solutions to this problem include micro-learning approaches that break content into digestible, five-to-ten-minute segments that can be consumed during brief windows of availability. Some organizations have designated specific times, such as Friday afternoons or the first hour of each day, as protected learning time. Others have embedded learning into the workflow itself through job rotation programs, stretch assignments, and action learning projects where employees learn while solving real business problems.

E. Cultural diversity and generational differences within organizations add another layer of complexity to learning culture development. Younger employees who grew up with digital technology may prefer self-directed, online learning experiences, while more experienced workers might value face-to-face, instructor-led training. Different cultural backgrounds also influence learning preferences and comfort levels with practices like public questioning or collaborative learning. Effective learning cultures accommodate these differences through varied learning modalities and by fostering inclusive environments where diverse learning styles are recognized and supported.

F. The sustainability of learning initiatives is often undermined by organizational turbulence such as restructuring, leadership changes, or economic downturns. When budgets are tight, learning and development programs are frequently among the first to be reduced or eliminated, sending a clear message that learning is expendable rather than fundamental. Organizations committed to long-term learning culture development protect core learning investments even during difficult periods, recognizing that maintaining capability development is crucial for eventual recovery and growth. They may adjust the format or delivery of learning programs but resist the temptation to eliminate them entirely.

G. Finally, creating authentic learning cultures requires addressing the disconnect between espoused values and actual practices. Many organizations have impressive learning and development statements in their official materials, but the day-to-day reality tells a different story. Employees quickly detect inconsistencies – such as being told learning is important but punished for taking time away from “productive” work, or seeing learning goals included in reviews but carrying minimal weight compared to other objectives. Building credibility requires rigorous alignment between what organizations say about learning and what they actually do, reinforced through consistent messages and actions from all levels of leadership.

Questions 14-20

The passage has seven paragraphs, A-G. Which paragraph contains the following information?

Write the correct letter, A-G.

14. The difficulty of maintaining learning programs during financial difficulties
15. The problem of learning systems being difficult to use
16. The challenge of measuring the effects of learning initiatives
17. The issue of having insufficient time for learning activities
18. The gap between official policies and actual organizational behavior
19. The resistance from managers in middle-level positions
20. The need to accommodate different preferences across age groups and cultures

Questions 21-24

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Implementing a learning culture faces numerous challenges. Middle managers often experience 21. __ because they must balance immediate results with long-term development goals. Organizations need 22. __ that include various types of measurements to assess learning impact. The problem of limited time has led some companies to adopt 23. __, which presents information in very short formats. During periods of **24. __, learning programs are often cut first, which damages long-term culture development.

Questions 25-26

Choose TWO letters, A-E.

Which TWO of the following are mentioned as solutions to implementation challenges?

A. Reducing the number of employees in training programs
B. Including learning support in managers’ performance goals
C. Eliminating all traditional classroom training
D. Protecting core learning investments during budget cuts
E. Requiring all employees to use the same learning style

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PASSAGE 3 – The Neuroscience and Psychology of Organizational Learning

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The endeavor to cultivate a robust learning culture within organizations extends far beyond superficial training programs or policy declarations; it necessitates a profound understanding of the neurological and psychological mechanisms that underpin human learning and behavior change. Recent advances in cognitive neuroscience and organizational psychology have illuminated why certain approaches to fostering learning cultures succeed while others, despite substantial investment and earnest intention, ultimately falter. This scientific understanding provides invaluable insights for practitioners seeking to design more effective interventions and create environments that genuinely support sustained learning and development.

At the neurological level, learning involves the formation and strengthening of synaptic connections in the brain through a process called neuroplasticity. Contrary to outdated beliefs that adult brains are relatively fixed, contemporary neuroscience has established that the brain retains remarkable capacity for change throughout life. However, this capacity is not unlimited or automatic; it requires specific conditions to be activated effectively. The brain’s learning mechanisms are fundamentally shaped by evolutionary pressures that prioritized survival, meaning we are neurologically predisposed to pay attention to novelty, threat, and reward while filtering out routine, non-salient information. Understanding these intrinsic biases helps explain why conventional training approaches, which often involve passive reception of information in non-threatening contexts, typically result in minimal retention and even less behavioral change.

The dopaminergic system, which mediates motivation and reward processing, plays a pivotal role in learning. When individuals experience mastery, receive positive feedback, or achieve meaningful goals, dopamine release in the brain creates pleasurable sensations and reinforces the behaviors that led to success. Organizations that effectively harness this neurological reality structure learning experiences to provide frequent, immediate, and specific feedback, creating positive reinforcement loops that encourage continued learning effort. Conversely, environments characterized by harsh criticism, arbitrary evaluation, or delayed and vague feedback fail to activate these reward systems and may even trigger defensive responses that inhibit learning.

The concept of cognitive load offers another crucial lens for understanding learning effectiveness. The human brain possesses limited working memory capacity – typically able to process only three to five discrete information chunks simultaneously. When learning experiences overwhelm this capacity by presenting too much information, too quickly, or without adequate scaffolding, learning effectiveness plummets. Sophisticated learning cultures recognize these limitations and deliberately structure development experiences to optimize cognitive load. This might involve sequencing learning in progressive stages, using multimodal presentations that distribute cognitive load across different processing systems, or allowing adequate time for consolidation before introducing new conceptual frameworks.

Psychological safety, first systematically examined by organizational scholar Amy Edmondson, has emerged as perhaps the most critical psychological factor enabling organizational learning. Her research demonstrated that teams with high psychological safety – characterized by interpersonal trust, mutual respect, and comfort with vulnerability – were more likely to report errors, discuss problems openly, and experiment with innovative approaches. Neurologically, psychological safety moderates the threat response of the amygdala, the brain structure that triggers defensive reactions to perceived social dangers. In psychologically threatening environments, the amygdala’s activation can literally inhibit the prefrontal cortex’s executive functions, impairing rational decision-making, creativity, and learning. Thus, psychological safety is not merely a “nice to have” cultural feature but a neurological prerequisite for optimal cognitive functioning and learning.

The social dimension of learning has also received substantial scientific attention. Mirror neurons, discovered in the 1990s, activate both when individuals perform actions themselves and when they observe others performing those actions. This neural mirroring provides a biological basis for observational learning and helps explain why modeling behavior by leaders and peers is so potent in shaping organizational culture. Furthermore, research in social learning theory demonstrates that individuals are more likely to adopt behaviors when they observe others being rewarded for those behaviors and when they identify with the models demonstrating them. Organizations seeking to foster learning cultures must therefore ensure that learning behaviors are not only encouraged abstractly but visibly practiced and rewarded throughout the social hierarchy.

Habit formation research reveals why sustaining learning cultures proves so challenging. Neuroscientist Ann Graybiel’s work on the basal ganglia – brain structures involved in habit development – shows that automatic behaviors are encoded differently than conscious actions, residing in neural pathways that bypass deliberative processing. While this automaticity creates efficiency, it also means that established organizational routines and behaviors are remarkably resistant to change. Disrupting entrenched habits requires consistent, repetitive practice of new behaviors in specific contexts over extended periods. Organizations must therefore approach learning culture development as a long-term commitment requiring sustained effort rather than a discrete initiative that concludes after initial implementation.

The attribution and mindset research pioneered by psychologist Carol Dweck offers additional insights into learning culture development. Dweck’s work contrasts “fixed mindsets” – beliefs that abilities are innate and unchangeable – with “growth mindsets” – beliefs that abilities can be developed through effort and learning. Individuals with growth mindsets exhibit greater persistence in the face of challenges, view failure as a learning opportunity rather than a verdict on their abilities, and ultimately achieve higher levels of mastery. Organizational cultures can inadvertently promote fixed mindsets through practices such as labeling employees as “high potential” versus “average performers,” celebrating innate talent over effort, or providing static feedback focused on personal characteristics rather than improvable behaviors. Fostering learning cultures requires deliberate cultivation of growth mindset beliefs through language, recognition practices, and leadership behaviors that emphasize development potential and learning from setbacks.

Metacognition – the capacity to reflect on and regulate one’s own cognitive processes – represents perhaps the most sophisticated learning capability organizations can develop. Metacognitive skills enable individuals to assess their own understanding, identify knowledge gaps, select appropriate learning strategies, and monitor their progress toward mastery. However, these skills do not develop spontaneously; they require explicit instruction and deliberate practice. Organizations committed to deep learning cultures provide employees with frameworks and tools for metacognitive reflection, create structured opportunities for retrospective analysis of experiences, and normalize practices such as after-action reviews and reflective journaling that promote metacognitive awareness.

Questions 27-31

Choose the correct letter, A, B, C, or D.

27. According to the passage, what does neuroscience reveal about adult brains?

    • A. They cannot form new connections after age 25
    • B. They maintain ability to change throughout life
    • C. They are superior to younger brains in all ways
    • D. They require surgery to improve learning capacity

28. What role does the dopaminergic system play in organizational learning?

    • A. It processes all sensory information from training
    • B. It creates motivation through reward mechanisms
    • C. It stores long-term memories permanently
    • D. It reduces the need for feedback from managers

29. The concept of cognitive load suggests that learning is most effective when:

    • A. Information is presented in overwhelming amounts
    • B. All content is delivered in a single session
    • C. Material is structured to match brain processing limits
    • D. Employees work without any breaks or pauses

30. According to Amy Edmondson’s research, psychological safety:

    • A. Is less important than technical training
    • B. Only matters for senior management teams
    • C. Enables teams to report errors and innovate
    • D. Reduces productivity in most situations

31. Mirror neurons help explain why:

    • A. People prefer online learning to face-to-face training
    • B. Observing others’ behavior influences learning
    • C. Repetition is unnecessary for skill development
    • D. Written policies are more effective than modeling

Questions 32-36

Complete the summary using the list of phrases, A-J, below.

Write the correct letter, A-J.

Research in neuroscience and psychology reveals several key factors for effective organizational learning. The brain’s 32. __ can be activated throughout adulthood, but requires specific conditions. When people achieve goals, the brain releases dopamine, creating 33. __ that encourage continued learning. The 34. __ determines how much information people can process at once, and exceeding this causes learning to fail. Organizations should develop 35. __ where people feel safe to take risks and admit mistakes. Finally, Carol Dweck’s research shows that 36. __ lead to greater persistence and achievement than fixed mindsets.

A. working memory capacity
B. psychological safety
C. punishment systems
D. neuroplasticity
E. growth mindsets
F. positive reinforcement loops
G. competitive environments
H. individual rewards
I. static abilities
J. memory consolidation

Questions 37-40

Answer the questions below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

37. What part of the brain triggers defensive reactions to social threats?
38. In which brain structures are automatic behaviors encoded according to Ann Graybiel’s research?
39. What type of feedback promotes fixed mindsets by focusing on personal traits?
40. What capability allows individuals to assess their own understanding and identify knowledge gaps?

Văn hóa học tập trong môi trường tổ chức hiện đại với nhân viên trao đổi kiến thức và công nghệ hỗ trợ

3. Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. TRUE
2. FALSE
3. NOT GIVEN
4. TRUE
5. NOT GIVEN
6. dedicated time / time
7. learning hours
8. easily accessible / accessible
9. persistence
10. B
11. A
12. C
13. B

PASSAGE 2: Questions 14-26

14. F
15. C
16. B
17. D
18. G
19. A
20. E
21. competing demands / tension
22. evaluation frameworks / comprehensive evaluation frameworks
23. micro-learning approaches / micro-learning
24. organizational turbulence / economic downturns
    25-26. B, D (in any order)

PASSAGE 3: Questions 27-40

27. B
28. B
29. C
30. C
31. B
32. D
33. F
34. A
35. B
36. E
37. the amygdala / amygdala
38. basal ganglia / the basal ganglia
39. static feedback
40. metacognition

4. Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: learning cultures, essential, optional, business success
• Vị trí trong bài: Đoạn 1, dòng 2-3
• Giải thích: Câu này đúng vì bài đọc nói rõ “A learning culture is no longer just a desirable feature but has become a fundamental requirement for organizational survival and success.” Từ “fundamental requirement” được paraphrase thành “essential rather than optional.”

Câu 2: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: learning activities, separate, regular work
• Vị trí trong bài: Đoạn 2, dòng 3-5
• Giải thích: Câu này sai vì bài đọc khẳng định “learning is not viewed as a separate activity confined to formal training sessions but is embedded into the daily work routine” – nghĩa là học tập được tích hợp vào công việc hàng ngày, không tách biệt.

Câu 4: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: senior leaders, demonstrate, learning behaviors, influence
• Vị trí trong bài: Đoạn 4, dòng 2-4
• Giải thích: Đúng theo thông tin “When executives openly discuss what they are learning, admit mistakes, and seek input from others, they send a powerful message throughout the organization.”

Câu 6: dedicated time / time

• Dạng câu hỏi: Sentence Completion
• Từ khóa: employees, main obstacle, learning
• Vị trí trong bài: Đoạn 5, dòng 3
• Giải thích: Bài đọc nói “allocating dedicated time for learning activities, which many employees cite as their biggest barrier” – đáp án là “dedicated time” hoặc “time”.

Câu 10: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 2, dòng 3-5
• Giải thích: Đáp án B đúng vì bài đọc nói rõ learning “is embedded into the daily work routine” – được tích hợp vào công việc hàng ngày. Các đáp án khác không được đề cập hoặc sai so với nội dung.

Passage 2 – Giải Thích

Câu 14: F

• Dạng câu hỏi: Matching Information
• Từ khóa: maintaining, learning programs, financial difficulties
• Giải thích: Đoạn F thảo luận về “organizational turbulence such as restructuring, leadership changes, or economic downturns” và việc learning programs thường bị cắt giảm khi “budgets are tight”.

Câu 16: B

• Dạng câu hỏi: Matching Information
• Từ khóa: measuring, effects, learning initiatives
• Giải thích: Đoạn B bắt đầu bằng “The measurement challenge represents another critical hurdle” và thảo luận chi tiết về khó khăn trong việc đo lường tác động của learning.

Câu 21: competing demands / tension

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn A, dòng 3-4
• Giải thích: Middle managers “feel caught between competing demands” – họ phải đối mặt với “tension” giữa kết quả ngắn hạn và phát triển dài hạn.

Câu 23: micro-learning approaches / micro-learning

• Dạng câu hỏi: Summary Completion
• Vị trí trong bài: Đoạn D, dòng 3-4
• Giải thích: Bài đọc đề cập “micro-learning approaches that break content into digestible, five-to-ten-minute segments” – phương pháp học nội dung ngắn.

Câu 25-26: B, D

• Dạng câu hỏi: Multiple Choice (chọn 2 đáp án)
• Giải thích:
  • B đúng vì đoạn A nói về “explicitly including learning facilitation in middle managers’ performance objectives”
  • D đúng vì đoạn F đề cập “protect core learning investments even during difficult periods”

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 2, dòng 2-4
• Giải thích: Đáp án B đúng: “contemporary neuroscience has established that the brain retains remarkable capacity for change throughout life” – não bộ duy trì khả năng thay đổi suốt đời.

Câu 28: B

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 3, dòng 1-3
• Giải thích: “The dopaminergic system, which mediates motivation and reward processing, plays a pivotal role in learning” và “dopamine release in the brain creates pleasurable sensations and reinforces the behaviors.”

Câu 30: C

• Dạng câu hỏi: Multiple Choice
• Vị trí trong bài: Đoạn 5, dòng 2-4
• Giải thích: Amy Edmondson’s research showed “teams with high psychological safety… were more likely to report errors, discuss problems openly, and experiment with innovative approaches.”

Câu 32: D (neuroplasticity)

• Dạng câu hỏi: Summary Completion with word list
• Vị trí trong bài: Đoạn 2
• Giải thích: “learning involves the formation and strengthening of synaptic connections in the brain through a process called neuroplasticity” và “the brain retains remarkable capacity for change throughout life.”

Câu 37: the amygdala / amygdala

• Dạng câu hỏi: Short-answer Questions
• Vị trí trong bài: Đoạn 5, dòng 5-6
• Giải thích: “psychological safety moderates the threat response of the amygdala, the brain structure that triggers defensive reactions to perceived social dangers.”

Câu 40: metacognition

• Dạng câu hỏi: Short-answer Questions
• Vị trí trong bài: Đoạn 9, dòng 1-2
• Giải thích: “Metacognition – the capacity to reflect on and regulate one’s own cognitive processes” và “enable individuals to assess their own understanding, identify knowledge gaps.”

Khoa học thần kinh và tâm lý học ứng dụng trong phát triển văn hóa học tập doanh nghiệp

5. Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
foster	v	/ˈfɒstə(r)/	nuôi dưỡng, thúc đẩy	foster a learning culture	foster development, foster growth
embedded	adj	/ɪmˈbedɪd/	được tích hợp, nhúng vào	embedded into the daily work routine	deeply embedded, embedded system
outperform	v	/ˌaʊtpəˈfɔːm/	vượt trội hơn	outperform their competitors	outperform expectations, outperform the market
engagement	n	/ɪnˈɡeɪdʒmənt/	sự tham gia, gắn kết	employee engagement	employee engagement, active engagement
disruption	n	/dɪsˈrʌpʃn/	sự gián đoạn, phá vỡ	technological disruptions	digital disruption, market disruption
endorsement	n	/ɪnˈdɔːsmənt/	sự ủng hộ, tán thành	leadership endorsement	public endorsement, full endorsement
leverage	v	/ˈliːvərɪdʒ/	tận dụng, khai thác	leveraging the collective knowledge	leverage resources, leverage technology
repository	n	/rɪˈpɒzətri/	kho lưu trữ	knowledge repositories	data repository, information repository
psychological safety	n	/ˌsaɪkəˈlɒdʒɪkl ˈseɪfti/	sự an toàn tâm lý	establishment of psychological safety	create psychological safety, build psychological safety
prerequisite	n	/priːˈrekwəzɪt/	điều kiện tiên quyết	prerequisite for effective learning	essential prerequisite, basic prerequisite
explicitly	adv	/ɪkˈsplɪsɪtli/	một cách rõ ràng	explicitly recognize	explicitly state, explicitly mention
persistence	n	/pəˈsɪstəns/	sự kiên trì	requires patience and persistence	show persistence, demonstrate persistence

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
paramount	adj	/ˈpærəmaʊnt/	tối quan trọng	paramount for any transformation	of paramount importance, paramount concern
formidable	adj	/ˈfɔːmɪdəbl/	đáng gờm, khó khăn	formidable obstacles	formidable challenge, formidable opponent
skepticism	n	/ˈskeptɪsɪzəm/	sự hoài nghi	create skepticism	healthy skepticism, public skepticism
tangible	adj	/ˈtændʒəbl/	hữu hình, cụ thể	tangible outcomes	tangible results, tangible benefits
encompass	v	/ɪnˈkʌmpəs/	bao gồm	encompass improvements	encompass a range, broadly encompass
lagging	adj	/ˈlæɡɪŋ/	trễ hơn, chậm	lagging measures	lagging indicator, lagging performance
cumbersome	adj	/ˈkʌmbəsəm/	cồng kềnh, rườm rà	cumbersome to navigate	cumbersome process, cumbersome system
holistic	adj	/həʊˈlɪstɪk/	toàn diện	holistic approach	holistic view, holistic perspective
seamlessly	adv	/ˈsiːmləsli/	một cách liền mạch	seamlessly integrated	seamlessly connect, work seamlessly
digestible	adj	/daɪˈdʒestəbl/	dễ tiêu hóa, dễ hiểu	digestible segments	easily digestible, digestible format
designated	adj	/ˈdezɪɡneɪtɪd/	được chỉ định	designated specific times	designated area, designated time
modalities	n	/məʊˈdæləti/	phương thức, hình thức	varied learning modalities	different modalities, multiple modalities
undermined	v	/ˌʌndəˈmaɪnd/	làm suy yếu	undermined by organizational turbulence	seriously undermined, gradually undermined
expendable	adj	/ɪkˈspendəbl/	có thể bỏ đi	learning is expendable	expendable resources, expendable items
rigorous	adj	/ˈrɪɡərəs/	chặt chẽ, nghiêm ngặt	rigorous alignment	rigorous standards, rigorous testing

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
endeavor	n	/ɪnˈdevə(r)/	nỗ lực, cố gắng	endeavor to cultivate	worthy endeavor, collaborative endeavor
neuroplasticity	n	/ˌnjʊərəʊplæˈstɪsəti/	tính dẻo thần kinh	process called neuroplasticity	brain neuroplasticity, demonstrate neuroplasticity
predisposed	adj	/ˌpriːdɪˈspəʊzd/	có kh경hướng sẵn	neurologically predisposed	genetically predisposed, predisposed to
dopaminergic	adj	/ˌdəʊpəmɪˈnɜːdʒɪk/	thuộc dopamine	dopaminergic system	dopaminergic pathways, dopaminergic neurons
pivotal	adj	/ˈpɪvətl/	then chốt, quan trọng	plays a pivotal role	pivotal moment, pivotal factor
reinforcement loops	n	/ˌriːɪnˈfɔːsmənt luːps/	vòng lặp củng cố	positive reinforcement loops	create reinforcement loops, feedback reinforcement loops
cognitive load	n	/ˈkɒɡnətɪv ləʊd/	tải nhận thức	concept of cognitive load	manage cognitive load, reduce cognitive load
scaffolding	n	/ˈskæfəldɪŋ/	giàn giáo, hỗ trợ	without adequate scaffolding	instructional scaffolding, provide scaffolding
multimodal	adj	/ˌmʌltiˈməʊdl/	đa phương thức	multimodal presentations	multimodal approach, multimodal learning
amygdala	n	/əˈmɪɡdələ/	hạch hạnh nhân (não)	threat response of the amygdala	activate the amygdala, amygdala activity
mirror neurons	n	/ˈmɪrə(r) ˈnjʊərɒnz/	tế bào thần kinh gương	mirror neurons activate	mirror neuron system, mirror neuron activity
observational learning	n	/ˌɒbzəˈveɪʃənl ˈlɜːnɪŋ/	học tập quan sát	biological basis for observational learning	observational learning theory, social observational learning
basal ganglia	n	/ˈbeɪsl ˈɡæŋɡliə/	hạch nền (não)	structures called basal ganglia	basal ganglia function, basal ganglia pathways
entrenched	adj	/ɪnˈtrentʃt/	ăn sâu, bền vững	entrenched habits	deeply entrenched, entrenched beliefs
attribution	n	/ˌætrɪˈbjuːʃn/	sự quy cho	attribution research	causal attribution, attribution theory
metacognition	n	/ˌmetəkɒɡˈnɪʃn/	siêu nhận thức	concept of metacognition	develop metacognition, metacognition skills
retrospective	adj	/ˌretrəˈspektɪv/	nhìn lại quá khứ	retrospective analysis	retrospective review, retrospective study
inadvertently	adv	/ˌɪnədˈvɜːtntli/	vô tình, không chủ ý	inadvertently promote	inadvertently cause, inadvertently reveal

Chiến lược phát triển nhân viên thông qua các phương pháp học tập đa dạng trong tổ chức

Kết Bài

Chủ đề xây dựng văn hóa học tập trong tổ chức là một trong những chủ đề quan trọng và thường xuyên xuất hiện trong IELTS Reading. Qua bài thi mẫu này, bạn đã được trải nghiệm đầy đủ ba passages với độ khó tăng dần từ Easy đến Hard, bao gồm tổng cộng 40 câu hỏi đa dạng giống như trong kỳ thi thật.

Ba passages đã cung cấp góc nhìn toàn diện về chủ đề: từ khái niệm cơ bản và lợi ích của văn hóa học tập (Passage 1), đến những thách thức thực tế trong việc triển khai và các giải pháp khả thi (Passage 2), cho đến những nghiên cứu khoa học sâu sắc về cơ chế thần kinh và tâm lý của học tập tổ chức (Passage 3). Mỗi passage không chỉ kiểm tra khả năng đọc hiểu mà còn giúp bạn làm quen với từ vựng học thuật quan trọng trong lĩnh vực quản lý và phát triển tổ chức.

Đáp án chi tiết kèm theo giải thích cụ thể đã chỉ ra vị trí thông tin trong bài, cách paraphrase giữa câu hỏi và passage, giúp bạn hiểu rõ tại sao một đáp án đúng và tránh được những cạm bẫy thường gặp. Phần từ vựng được tổng hợp theo từng passage với đầy đủ phiên âm, nghĩa, ví dụ và collocations sẽ là tài liệu quý giá cho quá trình học tập của bạn.

Để đạt kết quả tốt nhất, hãy thực hành làm bài này trong điều kiện giống thi thật (60 phút cho cả 3 passages), sau đó đối chiếu đáp án và nghiên cứu kỹ phần giải thích. Đừng quên ghi chép và ôn tập các từ vựng quan trọng – chúng không chỉ hữu ích cho phần Reading mà còn có thể sử dụng trong Writing và Speaking. Chúc bạn ôn tập hiệu quả và đạt được band điểm mong muốn trong kỳ thi IELTS sắp tới!