Chapter 5 Training for Organizations Learning Theory

Chapter 5

Training for Organizations

Learning Theory

Chapter 5

Opening Exercise: Draw a picture of an individual you anticipate participating in

your class

Chapter 5 Training for Organizations

Which picture depicts your learners?


What is Learning?

Define!


Adult Education: Assumptions

Learning is not its own reward Adult learning is integrative Value adjustments must be considered Adult learners want control Practice must be meaningful Adults like to learn at their own pace


Trainers’ Perception of Learners

All learners are like you Learners know how they learn You can easily figure out how

learners learn Elliott Masie THE COMPUTER TRAINING

HANDBOOK (1995) Lakewood Books, pp. 51-52


Teaching Styles

Andragogy “andra” means “man, adult”

Pedagogy “peda” means “child” “ago” means “leading”


Learning Styles

The Kolb Learning Style Inventory Converger Diverger Assimilator Accomodator


Masie’s Thinking Styles

People think in four fundamentally different ways

Most are capable of using all four kinds of thinking, and do so at different times/tasks

Most prefer one style/use it often Learning is often stressful


Masie’s “Stereotypes”

Reflective thinkers why?

Conceptual thinkers what is the whole picture?

Practical thinkers what’s in it for me?

Creative thinkers what if?


Behavioral Approach

Observable behavior confirms that learning has taken place

The environment shapes the behavior of the learner

Time between behavior and reinforcement is crucial


Behaviorists

Edward L. Thorndike S-R Theory

law of effect, exercise, readiness

Ivan Pavlov B. F. Skinner

operant conditioning Frederick Taylor

applications


Writing Learning Objectives

Domains: cognitive affective psychomotor


Bloom’s Taxonomy

Knowledge Comprehension Application Analysis Synthesis Evaluation


Who is Robert Mager?


GATA

G= GIVEN (CONDITIONS) A= ACTION (PERFORMANCE) T= TIME (CRITERIA) A= ACCURACY (CRITERIA)


Cognitive Science

Remembering and Problem Solving Organizational facilitates recall Complex processes operate on an as-

needed basis Schema can be formulated


Workplace Motivation

A Humanist Approach Maslow’s Hierarchy of Needs Herzberg’s Two-Factor Theory Rotter’s Locus of Control Rogers’ Learner-Centered

Approach McGregor’s Theory X and Y


A Humanist Approach

People are inherently good and free to act.


Maslow’s Hierarchy of Needs

Self actualizationEgo/status needsBelonging needsSafety/security needsBasic physiological needs


Rotter’s Locus of Control

Within a social context, your personality impacts your learning style and orientation. Internal Locus of Control External Locus of Control


Rogers’ Learner-Centered ApproachPersonalized learning can lead to

growth: personal involvement of the learner self-initiated activity activity effects behavior change learner-evaluated and assessed learning takes on permanent meaning

for the learner


McGregor

Theory X worker dislikes work must be coerced

to work prefers to be

directed

Theory Y worker likes to work will exercise self-

direction seeks

responsibility


In conclusion

Identify the last time you set out to learn something new. What motivated you to learn? What learning orientation described

your effort?


Any questions?

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Chapter 5 Training for Organizations Learning Theory