Learning Theories and Program Design
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1) Learning is defined as a relatively permanent change in human capabilities that is not due to growth processes. These capabilities relate to specific learning outcomes like verbal information, intellectual skills, motor skills, attitudes, and cognitive strategies. 2) Several learning theories are discussed that can inform training program design, including reinforcement theory, social learning theory, goal theories, need theories, expectancy theory, and information processing theory. 3) When designing effective training programs, considerations include selecting an appropriate training site and trainers, preparing the training environment, and structuring the program design based on principles from learning theories.
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Learning Theories and Program Design
- 2. What is Learning? What is Learned? Learning - a relatively permanent change in human capabilities that is not a result of growth processes. These capabilities are related to specific learning outcomes.
- 3. 4-3 Verbal information Includes names or labels, facts, and bodies of knowledge Includes specialized knowledge employees need in their jobs Intellectual skills Include concepts and rules These are critical to solve problems, serve customers, and create products Learning Outcomes
- 4. 4-4 Motor skills Include coordination of physical movements Attitudes Combination of beliefs and feeling that pre-dispose a person to behave a certain way Important work-related attitudes include job satisfaction, commitment to the organization, and job involvement Cognitive strategies Regulate the process of learning They relate to the learner’s decision regarding: what information to attend to (i.e., pay attention to) how to remember how to solve problems
- 5. Reinforcement Theory Social Learning Theory Goal Theories Need Theories Expectancy Theory Adult Learning TheoryInformation Processing Theory Learning Theories
- 6. 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 reinforcement extinction Punishment The trainer needs to identify what outcomes the learner finds most positive and negative. Trainers then need to link these outcomes to learners acquiring knowledge, skills, or changing behaviors.
- 7. 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 new skills or behavior comes from: directly experiencing the consequences of using a behavior or skill, or the process of observing others and seeing the consequences of their behavior.
- 8. Learning is also influenced by a person’s self- efficacy, which is a person’s judgment about whether he or she can successfully learn knowledge and skills. A person’s self-efficacy can be increased using several methods: verbal persuasion logical verification observation of others (modeling) past accomplishments
- 9. 4-9 Processes of Social Learning Theory
- 10. 4-10 Goal theories Goal setting theory Assumes that behavior results from a person’s conscious goals and intentions. Goals influence a person’s behavior by: directing energy and attention. sustaining effort over time. motivating the person to develop strategies for goal attainment. It is used in training program design. It suggests that learning can be facilitated by providing trainees with specific challenging goals and objectives.
- 11. 4-11 Goal orientation The goals held by a trainee in a learning situation. 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. 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. Learners with a performance orientation will direct more attention to performing well and less effort to learning.
- 12. 4-12 Need theories Helps to explain the value that a person places on certain outcomes. Need - a deficiency that a person is experiencing at any point in time. Maslow’s and Alderfer’s need theories focused on physiological needs, relatedness needs, and growth needs. McClelland’s need theory focused primarily on needs for achievement, affiliation, and power. Suggest that to motivate learning, trainers 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.
- 13. 4-13 Expectancy theory It suggests that a person’s behavior is based 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 outcome.
- 14. 4-14 Expectancy Theory of Motivation
- 15. 4-15 Adult Learning Theory It was developed out of a need for a specific theory of how adults learn. It is based on several assumptions (Malcolm Knowles’s model) Adults have the need to know why they are learning something Adults have a need to be self-directed Adults bring more work-related experiences into the learning situation Adults enter into a learning experience with a problem-centered approach to learning Adults are motivated to learn by both extrinsic and intrinsic motivators
- 16. 4-16 Implications of adult learning theory for training Design Issue Implications Self – concept Mutual planning and collaboration in instruction Experience Use learner experience as basis for examples and applications Readiness Develop instruction based on learner’s interests and competencies Time perspective Immediate application of content Orientation to learning Problem – centered instead of subject – centered
- 17. 4-17 Information processing theory It gives more emphasis to the internal processes that occur when training content is learned and retained. It highlights how external events influence learning. It includes 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 certain features. 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. Demonstration or verbal instructions helping to organize the learner’s response as well as facilitating the selection of the correct response.
- 18. 4-18 A Model of Human Information Processing Stimulus or Message Receptors Eyes Ears Nose Skin Sensory Register Short- Term Memory Long-Term Memory Response GeneratorEffectors Environmen t Feedback Reinforcement
- 19. 4-19 The Learning Process: Mental and Physical Processes LEARNING Expectancy Perception Working Storage Semantic Encoding Long –Term Storage Retrieval Generalizing Gratifying
- 20. 4-20 The Learning Process: Learning Styles Diverger Concrete experience Reflective observation Assimilator Abstract conceptualization Reflective observation Converger Abstract conceptualization Active experimentation Accommodator Concrete experience Active experimentation
- 21. 4-21 Implications of the Learning Process for Instruction Employees need to know why they should learn Employees need meaningful training content Employees need opportunities to practice Employees need to commit training content to memory Employees need feedback Employees learn through: Observation Experience Interacting with others Employees need the training program to be properly coordinated and arranged
- 22. 4-22 Considerations in Designing Effective Training Programs Selecting and preparing the training site Selecting trainers Making the training site and instruction conducive to learning Program design
- 23. 4-23 Selecting and preparing the training site Training site refers to the room where training will be conducted Good training site offers the following features It is comfortable and accessible It is quiet, private, and free from interruptions . It has sufficient space for trainers to move easily around in, offers enough room for trainees to have adequate work space and has good visibility
- 24. 4-24 Examples of Seating Arrangements
- 25. 4-25 How Trainers Can Make the Training Site and Instruction Conducive to Learning: Creating A Learning Setting Preparation Classroom Management Engaging Trainees Managing Group Dynamics
- 27. 4-27