CHAPTER 4 – WEEK 4

Learning: theories and program design

What is learning?

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Learning 1. How do organisations Learn and why do they need

to “learn” ? 2. Do Adults learn differently? 3. Is workplace based learning different to University?

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Last week – TNA the performance gap

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Addressing a performance gap with a training action

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The levels of needs

assessment

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So how do your “do” a TNA Context – what is the problem? Or do we go looking

for needs or potential problems … Identify outcomes Ask questions Use multiple methods

Think about the results ….

What does the TNA tell us ?

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• The Outcomes • The Learners • The Content Context and Constraints

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BREAK

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Weeks 4 and 5 Learning is relatively permanent change in human capabilities that is not a result of growth process.

For learning to occur, it is important to identify what is to be learned - that is, to identify learning outcomes.

We will now examine various theories of learning and their implications for creating a learning environment designed to achieve the desired outcomes.

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The learning process, the design of instruction and its implications for how people learn will be discussed.

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Learning theories

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Reinforcement theory (1 of 2)

Emphasises that people are motivated to perform or avoid certain behaviours because of past outcomes that have resulted from those behaviours. Reinforcement theory includes several processes: • positive reinforcement • negative reinforcement • extinction • punishment.

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(cont.)

Reinforcement theory (2 of 2)

From a training perspective, it suggests that the trainer needs to identify what outcomes the learner finds most positive (and negative) for learners to: • acquire knowledge • change behaviour • modify skills.

Trainers then need to link these outcomes to learners acquiring knowledge, skills or changing behaviours.

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Social learning theory This emphasises that people learn by observing other persons (models) whom they believe are credible and knowledgeable. It recognises that behaviour that is reinforced or rewarded tends to be repeated. The models’ behaviour or skill that is rewarded is adopted by the observer. Learning is influenced by a person’s self-efficacy—a person’s judgment about whether they can successfully learn knowledge and skills.

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It suggests that there are four processes in learning: attention, retention, motor reproduction and motivational processes.

Goal-setting theory This theory assumes that behaviour results from a person’s conscious goals and intentions. Specific challenging goals result in better performance than vague, unchallenging goals. Learning can be facilitated by providing employees with specific, challenging goals.

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Goal orientation The goals held by a trainee in a learning situation include a learning orientation and a performance orientation, both of which affect the amount of effort a trainee will expend in learning (motivation to learn).

Need theories

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These theories help explain the value that a person places on certain outcomes. A need is a deficiency that a person is experiencing at any point in time. Needs theories 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.

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Expectancy theory This theory suggests that learning is most likely to occur when employees believe:

• they can learn the content of the program (expectancy) • learning is linked to outcomes such as better job

performance, a salary increase or peer recognition (instrumentality). It also suggests that learning is most likely to occur when employees value the two outcomes above.

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Information processing theory This theory stresses internal processes occurring when training content is learned. It highlights how external events influence learning (e.g. informing the learner of the objectives to establish an expectation) and uses cues such as diagrams and maps to suggest ways to code training content so it can be stored in memory.

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Adult learning theory This theory 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-centred

approach to learning. • Adults are motivated to learn by both extrinsic and intrinsic

motivators.

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Adult Learning

Read handout Define Adult learning Why is it important ? How will this affect Design ? Learning Cycle CE = Concrete Experience

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RO = Reflective Observation AC = Abstract Conceptualisation AE = Active Experimentation

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Implications of the learning process for instruction

Employees need to: • know why they should learn • have meaningful training content • have opportunities to practice • commit training content to

memory • receive feedback.

Employees learn through: • observation • experience • interacting with others.

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

Training objectives There are three components of training objectives: • 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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Exercise Read sample training session plan

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