Learning Theories & Program Design

1. Learning Theories & Program Design • Lecture • Demonstration • Hands on experience • Feedback

2. What Is Learning? What Is Learned? • Verbal information • Intellectual skills • Motor skills • Attitudes • Cognitive strategies

3. Learning Theories • Reinforcement theory • To perform or avoid certain behaviors • Positive reinforcement • Negative reinforcement • Extinction • Punishment • Behavior Modification • Based on reinforcement theory • Save money • Decrease costs • Increase safety & ranking for the department

4. Learning Theories • Social Learning • You learn by watching others. Behavior that is reinforced or rewarded tends to be repeated. • High self monitors • Low self monitors • Self Efficiency • I can do it? • To increase self-efficiency use: • Verbal persuasion • Logical verification • Modeling • Past accomplishments

5. Attention Model stimuli Trainee characteristics Retention Coding Organization Rehearsal Motor Physical capability Accuracy Feedback Motivational Reinforcement Process Of Social Learning

6. Learning Theories • Goal setting theory • Directs energy • Must be specific • Must be measurable • Challenging • Achievable • Must have a definite date

7. Learning Theories • Goal orientation • Mastery orientation • Trainees want the trainer to be more interested in how they are learning • Performance orientation • How the trainee compares to others

8. Needs Theories • Maslow’s needs theory • Physiological needs • Relatedness needs • Growth needs • Self esteem • Self actualization

9. Needs Theories • McCelland’s need theory • Need for achievement • Need for affiliation • Need for power • Expectancy theory • Expectancy X Instrumentality X Valence = Effort

10. Learning Theories • Adult learning theory • Pedagogy vs. Androgogy Children: Adults: 1. Passive learners 1. Need to know why 2. Have few experiences 2. Self directed 3. Have work experiences 4. Problem centered 5. Motivated extrinsically & intrinsically

11. Mutuality • Both Trainee and Trainer are involved with learning and discovering Design Issue Implications Self-Concept Mutual planning & collaboration in instruction Experience Use learner experience as basis for examples & applications Readiness Develop instruction based on the learner’s interest & competencies Time perspective Immediate application of content Orientation of learning Problem-centered instead of subject-centered

12. Information Processing Theory • Internal processes are affected by external events Stimulus Stimulus Receptors Sensory Register Short-Term Memory Long-Term Memory Environment Feedback Enforcement Effectors Response Generator

13. The Learning Process • What are physical & mental processes? • How does learning occur? • Do employees have different learning styles?

14. The Learning Process Continued Process of External Instructional Forms of Instruction Learning Events Expectancy 1. Informing the learner 1a. Demonstrate the expected of the lesson objective performance 1b. Indicate the kind of verbal question to be answered Perception 2. Presenting stimuli with 2a. Emphasize the features of the distinctive features subject perceived 2b. Use formatting and figures in text to emphasize features Working storage 3. Limiting the amount to 3a. Chunk lengthier material be learned 3b. Provide a visual image of material to be learned 3c. Provide practice and over learning to aid the attainment of automaticity Semantic encoding 4. Providing learning 4a. Provide verbal cues guidance 4b. Provide verbal links 4c. Use diagrams & models

15. Learning Process Continued Process of External Instructional Forms of Instruction Learning Events Long-Term 5. The amount to be 5a. Vary the context and setting Storage learned for presentation & recall 5b. Relate newly learned material to previous 5c. Provide variety of contexts Retrieval 6. Providing cues that 6a. Use elicit cues to recall are used in recall material 6b. Familiar sounds or rhymes Generalizing 7. Enhancing retention 7a. Design learning situation to & learning transfer share elements with the situation 7b. Provide verbal links to additional complexes of info Gratifying 8. Providing feedback 8a. Provide feedback on accuracy & timing about performance 8b. Confirm if original expectancies met correctness

16. The Learning Cycle • 4 stage dynamic cycles • Concrete experiences • Reflective observation • Abstract conceptualization • Active experimentation

17. Age Influences On Learning • Decreases with age • Short term memory • Speed of processing • Increases with age • Experiences to draw from • Generations • Nexters (born after 1980) • Gen Xers (1961-1980) • Baby Boomers (1945-1960) • Traditionalist (1920-1944)

18. Implications Of the Learning Process For Instruction • Instruction- characteristics of environment in which learning occurs

19. Learning Styles Learning Style Dominant Abilities Characteristics Diverger Concrete experience Generates ideas, Reflective observationmultiple perspectives Interested in people Assimilator Abstract Conceptualization Inductive reasoning, Reflective Observation Less concerned with people Converger Abstract conceptualization Decisiveness, practical Active experimentation Deals with technical tasks Accommodator Concrete experience Carrying out plans Active Experimentation At ease with people

20. Employees Need To Know Why They Should Learn • Need to Know: • Objective-purpose • Expected-outcomes • Quality of performance expected • Conditions in which employee will perform

21. Employee Need Meaningful Training Content • Employee needs the opportunities to practice A. Practice Conditions • Provide information • Encouragement • Advance organizers • Help employee master learning goals • Realistic expectations

22. Employee Need Meaningful Training Content B. Practice Involves Experience C. Massed vs. Spaced Practices D. Whole vs. Part Practices E. Effective Practice Conditions

23. Employees Need To Commit Training Content To Memory • Short terms move to long terms • Employees need feedback • Employees learn through observation • Communities of practice

24. Employees Need Training Program To Be Well Organized • Communicating courses and programs to employees • Enrolling employees in courses and programs • Preparing and processing any materials such as readings of tests • Preparing materials that will be used in instruction • Arranging for the training facility and room • Testing equipment that will be used

25. Employees Need training Program To Be Well Organized • Having backup equipment • Providing support during instruction • Distributing evaluation materials • Facilitating communications between trainer and trainees • Recording course completion in the trainees’ training records

26. Instructional Emphasis For Learning Outcomes • Internal Conditions • External Conditions Table 4-7 page 131

27. Considerations In Designing Effective Training Programs • Training Site • Comfortable – square not long • Quiet – acoustics • Plenty of space • Well lit • Equipment – electrical outlets • Good chairs, round tables

28. Considerations In Designing Effective Training Programs • Seating arrangements • Based on training design page 134 • Create a learning setting • Break out rooms • Prepare in advance • Check out equipment • Greet employees as the enter

29. How Trainers Can Make Training Site Conductive To Learning • Engaging trainee • Be dynamic • Use different places in the room • Focus on employees • Facilitate interaction • Classroom management • Keep it clean and well organized • Managing group dynamic • Program design • Course Parameters • Course title • Target audience • Goals • Total time • Number of employees • Prerequisites • Instructor

30. Objectives • Program objectives – broad • Course objectives • Measurable/specifics • Challenging/achievable • Detailed lesson plan • List the content and sequence of training. Look at page 139 and 140 • Lecture – demonstrate – experience • Remember breaks • Snacks and drinks