D r.

V i j ila K e nnedy

MBA2010

What is Learning?
 Learning - a relatively permanent change in human capabilities that is not a result of growth processes. These capabilities are related to specific learning outcomes.
Dr. Vijila Kennedy

MBA2010

Dr. Vijila Kennedy

MBA2010

Dr. Vijila Kennedy

MBA2010

Learning Theories
Reinforcement Theory Social Learning Theory

Goal Theories

Need Theories

Expectancy Theory Information Processing Theory Adult Learning Theory

Dr. Vijila Kennedy

MBA2010

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

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Dr. Vijila Kennedy

MBA2010

From a training perspective 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.

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Dr. Vijila Kennedy

MBA2010

Ratio Schedules
Fixed-ratio schedule Continuous reinforcement Variable-ratio schedule

Interval Schedules
Dr. Vijila Kennedy
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Fixed-interval schedule Variable-interval schedule

MBA2010

Emphasizes that people learn by observing other persons (models) whom they believe are credible and knowledgeable. Recognizes that behavior that is reinforced or rewarded tends to be repeated. The models behavior or skill that is rewarded is adopted by the observer.
Dr. Vijila Kennedy

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MBA2010

Learning comes from: directly experiencing or observing others and seeing the consequences of their behavior Learning is also influenced by a persons selfefficacy. Self-efficacy is a persons judgment about whether she can successfully learn knowledge and skills.

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Dr. Vijila Kennedy

MBA2010

Dr. Vijila Kennedy

MBA2010

Learning Theories (cont.)

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Goal theories
Goal setting theory - assumes that behavior results from a persons conscious goals and intentions. Goals influence a persons behavior by:
x directing energy and attention. x sustaining effort over time. x motivating the person to develop strategies for goal attainment.

Dr. Vijila Kennedy

MBA2010

Goal setting theory assumes behavior results from a persons conscious goals and intentions. Goals influence a persons behavior by:
x directing energy and attention. x sustaining effort over time. x motivating the person to develop strategies for goal attainment.

Research suggests that specific challenging goals have been shown to lead to high performance only if people are committed to the goal.
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Dr. Vijila Kennedy

MBA2010

Goal setting theory 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.
Dr. Vijila Kennedy

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MBA2010

Need theories help explain the value that a person places on certain outcomes. Need theories suggest that to motivate learning:
trainers should identify trainees needs, and communicate how training program content relates to fulfilling these needs

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Dr. Vijila Kennedy

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

MBA2010

Expectancy theory suggests that a persons behavior is based on three factors:

Expectancy Instrumentality Valance

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Dr. Vijila Kennedy

MBA2010

Dr. Vijila Kennedy

MBA2010

Adult learning theory was developed out of a need for a specific theory of how adults learn. 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.

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Dr. Vijila Kennedy

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MBA2010

Design Issue Self concept Experience Readiness Time perspective Orientation to learning

Implications Mutual planning and collaboration in instruction Use learner experience as basis for examples and applications Develop instruction based on learners interests and competencies
Dr. Vijila Kennedy

Immediate application of content Problem centered instead of subject centered

MBA2010

These theories give more emphasis to the internal processes that occur when training content is learned and retained. It highlights how external events influence 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 certain features.

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Dr. Vijila Kennedy

MBA2010

It highlights how external events influence learning, which include:

x Verbal instructions, pictures, diagrams, and maps suggesting ways to code the training content so that it can be stored in memory. x Meaningful learning context (examples, problems) creating cues that facilitate coding. x Demonstration or verbal instructions helping to organize the learners response as well as facilitating the selection of the correct response.

Dr. Vijila Kennedy

MBA2010

Dr. Vijila Kennedy

MBA2010

Dr. Vijila Kennedy

MBA2010

http://agelesslearner.com/assess/learningstyle.htm l http://www.nwlink.com/~donclark/hrd/styles/learn_ style_survey.html

Dr. Vijila Kennedy

MBA2010

Dr. Vijila Kennedy

MBA2010

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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.
Dr. Vijila Kennedy
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MBA2010

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Employees need feedback. Employees learn through:

Observation Experience Interacting with others

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Dr. Vijila Kennedy

Employees need the training program to be properly coordinated and arranged.

MBA2010

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Training Objectives Training Administration

Dr. Vijila Kennedy

MBA2010

Employees learn best when they understand the objective of the training program. The objective refers to the purpose and expected outcome of training activities.
Dr. Vijila Kennedy
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MBA2010

A statement of what the employee is expected to do (performance or outcome). A statement of the quality or level of performance that is acceptable (criterion). A statement of the conditions under which the trainee is expected to perform the desired outcome (conditions).

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Dr. Vijila Kennedy

MBA2010

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Dr. Vijila Kennedy

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

MBA2010

Creating A Learning Setting

Preparation

Classroom Management
Dr. Vijila Kennedy

Engaging Trainees Managing Group Dynamics

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MBA2010

Engaging trainee
Be dynamic Use different places in the room Focus on employees Facilitate interaction

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Classroom management
Keep it clean and well organized

Program design
Course Parameters x Course title x Target audience x Goals x Total time x Number of employees x Prerequisites x Instructor

Dr. Vijila Kennedy

MBA2010

Dr. Vijila Kennedy

MBA2010

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Open ended questions Group discussions Role playing Ask for their inputs
Dr. Vijila Kennedy

MBA2010

Dr. Vijila Kennedy

MBA2010

Dr. Vijila Kennedy

MBA2010

Dr. Vijila Kennedy

http://nwlink.com/~donclark/hrd/sat.html (big dogs isd page

nnedy D r. V i j ila K e