Chapter : 4
Learning:
Theories and
Program Design
14-March-2011
McGraw-Hill/Irwin 1-1 All Rights
©2008 The McGraw-Hill Companies,
Reserved
Introduction
Conditions necessary for learning to occur:
– opportunities for trainees to practice and receive feedback
– meaningful training content
– prerequisites
– allowing trainees to learn through observation and experience.
what is to be learned?
Understanding learning outcomes is crucial
– they influence characteristics of the training environment necessary for
learning to occur
Why is the design of the training important?
1-2
What Is Learning?
Learning is a relatively permanent change in human
capabilities that is not a result of growth processes.
Verbal Intellectual Cognitive
Motor skills Attitudes
Information skills strategies
1-3
Learning Theories
Reinforcement Social Learning
Theory Theory
Goal Theories
Need Theories
Expectancy Theory
Information Adult Learning
Processing Theory Theory 1-4
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
Trainer needs to identify what outcomes the
learner finds most positive (and negative) for
learners to:
– acquire knowledge
– change behavior
– modify skills
1-5
Schedules of Reinforcement
1-6
Social Learning Theory
Emphasizes that people learn by Learning new skills or behavior
observing other persons (models) comes from:
whom they believe are credible and – directly experiencing the
knowledgeable
consequences of using behavior or
skills, or
Recognizes that behavior that is – the process of observing others and
reinforced or rewarded tends to be seeing the consequences of their
repeated behavior
The models’ behavior or skill that is Learning is also influenced by a
rewarded is adopted by the observer person’s self-efficacy
How can we increase self efficacy?
verbal Logical Observing past
persuasion verification (Modeling) accomplishments
1-7
Goal Theories
Goal Setting Theory Goal Orientation
Refers to the goals held by a trainee
Assumes behavior results from a
in a learning situation
person’s conscious goals and
– learning orientation – relates to
intentions
trying to increase ability or
Goals influence behavior by: competence in a task
– directing energy and attention – performance orientation – refers to
– sustaining effort over time a focus of learners on task
– motivating the person to develop performance and how they compare
strategies for goal attainment to others
Goals should be specific & clear
1-8
Need Theories
NEED – a deficiency that a person is experiencing at any point in time.
Help explain the value that a person
places on certain outcomes
Suggest that to motivate learning:
– trainers should identify trainees’ needs,
and
– communicate how training program
content relates to fulfilling these needs
If the basic needs of trainees are not
met, they are unlikely to be motivated to
learn
1-9
Expectancy Theory of Motivation
Expectancy Instrumentality Valance
X X = Effort
Effort Performance Performance Outcome Value of Outcome
Does Trainee Have Does Trainee Believe Are Outcomes Related
Ability to Learn? Training Outcomes to Training Valued?
Promised Will Be
Does Trainee Believe He
Delivered?
Can Learn?
1-10
Adult Learning Theory
It is based on several assumptions:
– 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
1-11
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 Problem – centered instead of subject – centered
learning
1-12
The Learning Process
Three questions to be asked:
1. What are the physical and mental processes involved in learning?
2. How does learning occur?
3. Do trainees have different learning styles?
1-13
Relationship Among Learning Processes,
Instructional Events, and Forms of Instruction
1-14
The Learning Process:
Learning Styles
1-15
Age Influences on Learning
There is biological evidence that certain
mental capacities decrease from age 20 to
age 70
Some trainers believe that there are four
generations of employees with distinct
attitudes toward work and preferred ways to
learn:
– millenniums (or nexters) (Gen Y)
– gen Xers
– baby boomers
– traditionalists (Veterans)
Trainers should consider generational
differences in designing learning
environments but keep in mind that definite
conclusions regarding generational
differences cannot be made
1-16
Traditionalists Baby Boomers
Gen X (1961-80) Gen X (1961-80)
(1920-43) (1945-60)
Modified from the Source: [Link] 1-17
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
1-18
Training Objectives
Understanding the Objective
i.e. purpose and expected outcome of training activities
Training objectives based on the TNA help employees understand why
they need the training
A training objective has three components:
1. A statement of what the employee is expected to do (performance or
outcome)
2. A statement of the quality or level of performance that is acceptable
(criterion)
3. A statement of the conditions under which the trainee is expected to
perform the desired outcome (conditions)
1-19
Training Administration Involves
Communicating courses and programs to employees
Enrolling employees in courses and programs
Preparing and processing any pre-training materials such as readings
or tests
Preparing materials that will be used in instruction
Arranging for the training facility and room
Testing equipment that will be used in instruction
Having backup equipment should equipment fail
Providing support during instruction
Distributing evaluation materials
Facilitating communications between trainer and trainees during and
after training
Recording course completion in the trainees’ records or personnel
files
1-20
Internal and External Conditions Necessary for
Learning Outcomes (1 of 2)
Learning Outcome Internal Conditions External Conditions
Verbal Information Previously learned knowledge Repeated practice
and verbal information Meaningful chunks
(Labels, facts, and
propositions) Strategies for coding Advance organizers
information into memory
Recall cues
Intellectual Skills Link between new and
(Knowing how) previously learned knowledge
Cognitive Strategies Recall of prerequisites, similar Verbal description of strategy
tasks, and strategies
(Process of thinking and Strategy demonstration
learning) Practice with feedback
Variety of tasks that provide
opportunity to apply strategy
1-21
Internal and External Conditions Necessary for
Learning Outcomes (2 of 2)
Learning Outcome Internal Conditions External Conditions
Attitudes Mastery of prerequisites Demonstration by a model
(Choice of personal Identification with model Positive learning environment
action) Cognitive dissonance Strong message from credible
source
Reinforcement
Motor Skills Recall of part skills Practice
(Muscular actions) Coordination program Demonstration
Gradual decrease of external
feedback
1-22
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
1-23
How Trainers Can Make the Training Site and
Instruction Conducive to Learning:
Creating A Learning
Setting Preparation
Classroom
Management
Engaging Trainees
Managing Group
Dynamics
1-24
Program Design
Ob t ers
jec m e
tiv ra
es e Pa
urs
Co
De
ie w tai
rv led
v e Le
n O ss
P la on
on P lan
es s
L
1-25