The Domains of Learning

1. Taxonomies of Complexity in Different Areas The Domains of Learning

2. Facts Concepts Rules Theories Principles Cognitive Requirements Information graduates must know, understand and apply; cognitive requirements provide the knowledge base for competent performance Cognitive Affective Psychomotor

3. Blooms TaxonomyCognitive Domain - Thinking Evaluation Judges the value of material for a given purpose. Bloom, B.S., ed., et al. Taxonomy of Educational Objectives: Handbook I Cognitive Domain New York: David McKay Co., 1956. Synthesis Formulates new structures from existing knowledge and skills. Analysis Understands both the content and structure of material. Application Uses learning in new and concrete situations. Comprehension Grasps the meaning of material. Recall Remembers previously learned material.

4. Affective Requirements Attitudes, characteristics, and behaviors graduates are expected to display on the job. As a minimum, affective requirements must be covered from a cognitive perspective (i.e., teaching about the standards or attitudes that are considered important). Affective Cognitive Ethical conduct Legal issues Standards Attitudes Psychomotor

5. Receiving Selectively attends to stimuli. Krathwhol’sTaxonomyAffective Domain - Feeling Internalizing/ Value Characterization Integrates the value into a value system that controls behavior. Organizing Conceptualizes the value and resolves conflict between it and other values. Valuing Attaches value or worth to something. Responding Responds to stimuli. Krathwohl, D.R., ed., et al. Taxonomy of Educational Objectives: Handbook II Affective Domain New York: David McKay Co., 1964

6. Psychomotor Requirements This area measures the skill performance of the learner; will involve the manipulation of objects, tools, supplies, or equipment. Affective Cognitive Physical Activity Manipulation Equipment Tools Psychomotor

7. Simpson’ TaxonomyPsychomotor Domain - Physical Organization Creates new patterns for specific situations. Simpson, E.J. “The Classification of Educational Objectives in the Psychomotor Domain.” The Psychomotor Domain. Vol. 3. Washington: Gryphon House, 1972 Adaptation Adapts skill sets to meet a problem situation. Complete Overt Response Performs automatically Mechanism Performs acts with increasing efficiency, confidence, and proficiency. Guided Response Imitates and practices skills, often in discrete steps. Set Is mentally, emotionally, and physically ready to act. Perception Senses cues that guide motor activity.

8. The Ideal Learning Path Characterization Origination Ideal Learning Path Organization Adaptation ComplexOvertResponse Valuing Mechanism AffectiveTaxonomyLevels Responding GuidedResponse Set Receiving Perception Analysis/Synthesis Evaluation Application Recall Comprehension Cognitive Taxonomy Level

9. Training may touch all Domains of Learning—develops affective (attitude) cognitive (thinking), and psychomotor (fitness) domains • The development of all domains supports continued success in individual and organizational performance • Reinforcement of these characteristics to ensure their development beyond initial training must be examined Domains in the Training Continuum

10. Perishable cognition/skills: • Terminal learning objectives that are partially or completely lost within six to nine months after the training has occurred • Require relearning or refreshment training in order to insure optimal individual and organizational performance on a continual basis Perishable Cognitions/Skills

11. Employees may not remember or apply what was taught to them in initial classroom training due to lapse in time between when it was presented in class and actual performance in organization • Problems: • Time spent re-training skills • Potential safety hazards Should consider whether current training minimizes the decay of cognition/skills, and what further efforts can be made to maximize recall and reduce decay Importance of Cognition/Skills

12. Lack of practical application during the training process • Students fail to make the connection between theory and practice • No ability to practice the newly acquired KSAOs • Due to differences in cognitive abilities, students never really learned or completely understood the concept well enough to retain Why do cognitions/skills decay?

13. Two types of Organizational training • Building block • Foundational or enabling (sequencing) • If there are errors in the foundation (either through instruction or comprehension), the ability to correctly build upon that knowledge in follow-on training is impacted • Example: Basic Mathematics training • Discrete • Stand alone • Errors are easily detectable and self-contained to the specific skill • Example: Time card entry training Application to Organizations

14. How long does it take for students to acquire the necessary knowledge, skills, abilities, and other characteristics (KSAO) in training pipelines? • How fast do these KSAOs deteriorate? • How quickly can these KSAOs be refreshed? Each of these questions have both a training and cost implication Training Considerations

15. Training courses should be surveyed to determine whether materials taught are building blocks or discrete: • Building block courses should be examined for the sequencing of materials being taught • Training should build upon the material that came before • If not the case, materials should be re-sequenced or viewed for possible elimination How can we reduce decay?

16. Utilize simulations and job aids: • Job aids can include review sheets, expert systems, and job prompts (aids) • Serve as a memory jog or provide a set of decision trees to allow for informal on-the-job refresher training • Utilize in-house computer based training programs as a cost effective means of delivering job aids How can we reduce decay?