Training Link to Business

8/10/2019 Training Link to Business

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EMPLOYEE TRAINING AND

DEVELOPMENT

Raymond A NoeAmitabh Deo Kodwani


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What is Learning? What is

Learned?

Learning -a relatively permanent

change in human capabilities that is not aresult of growth processes.

These capabilities are related to specificlearning outcomes.

Chapter 4


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Table 4.1 Learning Outcomes


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Reinforcement Theory Social Learning Theory

Goal Theories

Need Theories

Expectancy Theory

Adult Learning TheoryInformation Processing

Theory

Learning Theories


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Reinforcement theory -emphasizes

that people are motivated to perform oravoid certain behaviors because of pastoutcomes that have resulted from thosebehaviors.

Several processes in reinforcement theory arepositive reinforcement, negativereinforcement, extinction, and punishment.

Learning Theories (cont.)


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Reinforcement theory

The trainer needs to identify what outcomesthe learner finds most positive and negative.

Trainers then need to link these outcomes tolearners acquiring knowledge, skills, orchanging behaviors.

Trainers can withhold or provide job-related,personal, and career-related benefits tolearners who master program content.



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Table 4.2 - Schedules of

Reinforcement


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Social learning theory- emphasizesthat people learn by observing otherpersons (models) whom they believe arecredible and knowledgeable.

The theory recognizes that behavior thatis reinforced or rewarded tends to berepeated.



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Social learning theory

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 theconsequences of their behavior.



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Social learning theoryLearning is also influenced by a persons self-

efficacy, which is a persons judgment aboutwhether he or she can successfully learnknowledge and skills.

A persons self-efficacy can be increased

using several methods: verbal persuasion,logical verification, observation of others(modeling), and past accomplishments.



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Goal theories

Goal setting theory- assumes that behaviorresults from a persons conscious goals andintentions.

Goals influence a persons behavior by:

directing energy and attention.

sustaining effort over time.

motivating the person to develop strategies for goalattainment.



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Goal theories

Goal setting theoryIt is used in training program design.

It suggests that learning can be facilitated byproviding trainees with specific challenging goalsand objectives.

The influence of goal setting theory can be seen inthe development of training lesson plans.



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Goal theories

Goal orientation - the goals held by atrainee in a learning situation.

It includes learning and performance orientation.

Learning orientation -trying to increase ability orcompetence in a task.

Performance orientation -learners who focus ontask performance and how they compare to others.



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Goal theories

Goal orientationIt affects the amount of effort a trainee will expend

in learning (motivation to learn).

Learners with a high learning orientation will directgreater attention to the task and learn for the sake

of learning in comparison to learners with aperformance orientation.

Learners with a performance orientation will directmore attention to performing well and less effort tolearning.



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Need theories

Helps to explain the value that a personplaces on certain outcomes.

Need -a deficiency that a person isexperiencing at any point in time.

Maslows and Alderfers need theories focusedon physiological needs, relatedness needs,and growth needs.


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Need theories

The major difference between Alderfers andMaslows hierarchies of needs is that Alderferallows the possibility that if higher-level needsare not satisfied, employees will refocus onlower-level needs.

McClellands need theory focused primarily onneeds for achievement, affiliation, and power.


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Expectancy theory

It suggests that a persons behavior is basedon three factors:

Expectancies -the link between trying to performa 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.


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Figure 4.2 - Expectancy Theory of

Motivation


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Table 4.3 - Implications of

Adult Learning Theory for Training


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Information processing theoryIt gives more emphasis to the internal

processes that occur when training content islearned and retained.

It highlights how external events influencelearning, 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 tocertain features.


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Information processing theory

It highlights how external events influencelearning, which include:

Verbal instructions, pictures, diagrams, and mapssuggesting ways to code the training content so thatit can be stored in memory.

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

Demonstration or verbal instructions helping toorganize the learners response as well asfacilitating the selection of the correct response.


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Figure 4.3 A Model of Human

Information Processing


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Table 4.4- The Relationship among LearningProcesses, Instructional Events, and Forms of

Instruction


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The Learning Process

The learning cycle involves four stages:

Concrete experienceReflective observation

Abstract conceptualization

Active experimentation


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Table 4.5 Learning Styles


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Age influences on learning

Trainers need to be aware of trainees ages tocreate a learning environment and developmaterials that meet their preferences.

According to some trainers, there are fourgenerations of employees with distinctattitudes toward work and preferred ways tolearnMillenniums (or nexters), Gen Xers,

baby boomers, and traditionalists.

The Learning Process (cont.)


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Instruction - trainers manipulation ofthe environment in order to help trainees

learn.The training context-the physical,

intellectual, and emotional environmentin which training occurs.

Practice - physical or mental rehearsalof a task, knowledge, or skill to achieveproficiency in performing the task or skillor demonstrating the knowledge.


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Table 4.6 - Features of Good

Instruction That Facilitate Learning


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Table 4.8 - Characteristics of

Good Training Objectives


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Metacognition - individual control overones thinking.

Two ways that individuals engage inmetacognition are monitoring and control.

Advance organizers- outlines, texts,

diagrams, and graphs that help traineesorganize the information that will bepresented and practiced.


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Overlearning- Continuing to practiceeven after being able to perform theobjective several times.

Error management training -givingtrainees opportunities to make errors

during training; provides the opportunityfor trainees to engage in metacognition.


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Practice can be massed, spaced, inwhole, or in part.

It must be related to the trainingobjectives.

Feedbackis information about how well

people are meeting the trainingobjectives, and should be provided assoon as possible after the traineesbehavior.


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Employees learn through observation,experience, and interacting with others.

Communities of practice - groups ofemployees who work together, learn fromeach other, and develop a common

understanding of how to get workaccomplished.


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Table 4.11 - Internal and External Conditions

Necessary for Learning Outcomes


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Table 4.12 - Details to Consider

When Evaluating a Training Room


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Figure 4.4 - Examples of Seating

Arrangements


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Table 4.13 - Matching Training

Rooms With Learning Requirements


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Table 4.14 - Examples of how to

get Trainees Involved


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Table 4.15 - Design Document

Template


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Table 4.17 - Sample of a Detailed

Lesson Plan


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Table 4.18 - Features of an

Effective Lesson Plan


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Table 4.19 - Sample Lesson

Overview

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