Employee training and development 5th chapter 04

Reinforcement Theory Social Learning TheoryGoal Theories Need Theories Expectancy Theory Adult Learning Theory Information Processing Learning Theories... positive reinforcement, negati

What is Learning? What is

Learned?

 Learning - a relatively permanent

change in human capabilities that is not a result of growth processes.

learning outcomes.

Table 4.1 – Learning Outcomes

Reinforcement Theory Social Learning Theory

Goal Theories Need Theories

Expectancy Theory Adult Learning Theory

Information Processing

Learning Theories

 Reinforcement theory - emphasizes

that people are motivated to perform or

avoid certain behaviors because of past

outcomes that have resulted from those

behaviors.

positive reinforcement, negative

Learning Theories (cont.)

 Reinforcement theory

the learner finds most positive and negative

learners acquiring knowledge, skills, or

changing behaviors

personal, and career-related benefits to

learners who master program content

Learning Theories (cont.)

Table 4.2 - Schedules of

Reinforcement

 Social learning theory - emphasizes

that people learn by observing other

persons (models) whom they believe are credible and knowledgeable.

 The theory recognizes that behavior that

is reinforced or rewarded tends to be

repeated.

Learning Theories (cont.)

 Social learning theory

 directly experiencing the consequences of using a behavior or skill, or

 the process of observing others and seeing the consequences of their behavior.

Learning Theories (cont.)

 Social learning theory

self-efficacy, which is a person’s judgment about

whether he or she can successfully learn

knowledge and skills

several methods: verbal persuasion, logical

verification, observation of others (modeling), and past accomplishments

Learning Theories (cont.)

Figure 4.1 - Processes of Social

Learning Theory

 Goal theories

Goal setting theory - assumes that behavior

results from a person’s conscious goals and

intentions

 directing energy and attention.

 sustaining effort over time.

 motivating the person to develop strategies for goal attainment.

Learning Theories (cont.)

 Goal theories

 It is used in training program design.

 It suggests that learning can be facilitated by providing trainees with specific challenging goals and objectives.

 The influence of goal setting theory can be seen in the development of training lesson plans.

Learning Theories (cont.)

 Goal theories

Goal orientation - the goals held by a

trainee in a learning situation

 It includes learning and performance orientation.

Learning orientation - trying to increase ability or

competence in a task.

Performance orientation - learners who focus on

task performance and how they compare to others.

Learning Theories (cont.)

 Goal theories

 It affects the amount of effort a trainee will expend

in learning (motivation to learn).

 Learners with a high learning orientation will direct greater attention to the task and learn for the sake

of learning in comparison to learners with a performance orientation.

Learning Theories (cont.)

Learning Theories (cont.)

 Need theories

places on certain outcomes

Need - a deficiency that a person is

experiencing at any point in time

on physiological needs, relatedness needs,

and growth needs

Learning Theories (cont.)

 Need theories

Maslow’s hierarchies of needs is that Alderfer allows the possibility that if higher-level needs are not satisfied, employees will refocus on

lower-level needs

Learning Theories (cont.)

 Need theories

should identify trainees’ needs and

communicate how training program content

relates to fulfilling these needs

 If certain basic needs of trainees are not met, they are unlikely to be motivated to learn.

Learning Theories (cont.)

 Expectancy theory

on three factors:

Expectancies - the link between trying to perform

a behavior and actually performing well.

Instrumentality - a belief that performing a given

behavior is associated with a particular outcome.

Valence - the value that a person places on an

Figure 4.2 - Expectancy Theory of Motivation

Table 4.3 - Implications of

Adult Learning Theory for Training

Learning Theories (cont.)

 Information processing theory

processes that occur when training content is learned and retained

learning, which include:

 Changes in the intensity or frequency of the stimulus that affect attention.

 Informing the learner of the objectives to establish

an expectation.

 Enhancing perceptual features of the material (stimulus), drawing the attention of the learner to

Learning Theories (cont.)

 Information processing theory

learning, which include:

 Verbal instructions, pictures, diagrams, and maps suggesting ways to code the training content so that it can be stored in memory.

 Meaningful learning context (examples, problems) creating cues that facilitate coding.

Figure 4.3 – A Model of Human

Information Processing

Table 4.4- The Relationship among Learning

Processes, Instructional Events, and Forms of

Instruction

The Learning Process

 The learning cycle involves four stages:

Table 4.5 – Learning Styles

 Age influences on learning

create a learning environment and develop

materials that meet their preferences

generations of employees with distinct

attitudes toward work and preferred ways to

learn—Millenniums (or nexters), Gen Xers,

baby boomers, and traditionalists

The Learning Process (cont.)

The Learning Process (cont.)

 Instruction - trainer’s manipulation of

the environment in order to help trainees learn.

 The training context - the physical,

intellectual, and emotional environment

in which training occurs.

 Practice - physical or mental rehearsal of

Table 4.6 - Features of Good

Instruction That Facilitate Learning

Table 4.8 - Characteristics of

Good Training Objectives

The Learning Process (cont.)

 Metacognition - individual control over

one’s thinking.

metacognition are monitoring and control

 Advance organizers - outlines, texts,

diagrams, and graphs that help trainees

organize the information that will be

presented and practiced.

The Learning Process (cont.)

 Overlearning - Continuing to practice

even after being able to perform the

objective several times.

 Error management training - giving

trainees opportunities to make errors

during training; provides the opportunity for trainees to engage in metacognition.

The Learning Process (cont.)

 Practice can be massed, spaced, in whole,

or in part.

 It must be related to the training

objectives.

 Feedback is information about how well

people are meeting the training

objectives, and should be provided as

soon as possible after the trainees’

The Learning Process (cont.)

 Employees learn through observation,

experience, and interacting with others.

 Communities of practice - groups of

employees who work together, learn from each other, and develop a common

understanding of how to get work

accomplished.

Table 4.11 - Internal and External Conditions

Necessary for Learning Outcomes

Table 4.12 - Details to Consider

When Evaluating a Training Room

Figure 4.4 - Examples of Seating

Arrangements

Table 4.13 - Matching Training

Rooms With Learning Requirements

Table 4.14 - Examples of how to

get Trainees Involved

Table 4.15 - Design Document

Template

Table 4.17 - Sample of a Detailed Lesson Plan

Table 4.18 - Features of an

Effective Lesson Plan

Table 4.19 - Sample Lesson

Overview