Transcript Chapter 4 - Pegasus @ UCF

Chapter 4
Learning:
Theories and Program Design
Chapter 4
What is Learning?
Learning is:
A relatively permanent change in human
capabilities that is not a result of growth
processes.
Chapter 4
What is Learning?
Specific outcomes include:
Verbal information - facts
Intellectual skills - process of thinking
Motor skills - physical movement
Attitudes - beliefs, feelings and behavior
Cognitive strategies -
Chapter 4
Learning Theories
Reinforcement Theory:
Individuals are motivated to perform or avoid
behaviors because of past outcomes of those
behaviors.
Behavior is controlled by its consequences.
Chapter 4
Learning Theories
Social Learning Theory:
People learn by observing other people and
attempting to emulate their behaviors.
Chapter 4
Learning Theories
Social Learning Theory:
Four processes involved in learning - •Attentional - have to be aware
•Retentional - have to remember
•Reproductional - have to be able to reproduce
•Positive outcome - it better be good!
Chapter 4
Learning Theories
Goal Setting Theory:
Behavior is the result of a person’s conscious
goals and intentions.
Chapter 4
Learning Theories
“Need” Theory:
Needs motivate people to behave a certain
way in order to satisfy that need.
To make training relevant, Trainers should
explain how training will help the learners meet
their needs.
Chapter 4
Learning Theories
Expectancy Theory:
Behavior is based on 3 factors - •Expectancy - the link between trying and
performing
•Instrumentality - engaging in a behavior will
have a desired outcome
•Valence - the value one places on an outcome
Chapter 4
Learning Theories
Adult Learning Theory (Andragogy):
Basic assumptions about adult learning- 1.
Adults need to be self directed
2.
Adults need to know why
3.
Adults bring work-related experiences
4.
Adults use a “problem-centered” approach
5.
Adults have intrinsic & extrinsic motivators
Chapter 4
Learning Theories
Information Processing Theory:
A message is received by the senses, registered,
stored in short-term memory, transformed for
long-term memory, and a response to the
information is organized.
Chapter 4
The Learning Process
The process includes - •Expectancy - the learner’s mental state
•Perception - ability to organize messages
•Working Storage - rehearsal and repetition
•Semantic Encoding - coding of messages
•Retrieval - identification of material
•Generalizing - ability to adapt information
•Gratifying - feedback learner receives
Chapter 4
The Learning Process
Implications for Training:
Individuals learn
objectives
•Statement of
•Statement of
•Statement of
best when they understand the
what is expected to be done
level of performance
conditions / environment
Chapter 4
The Learning Process
Implications for Training:
Employees are more likely to learn when
the training is linked to current job
experiences and tasks.
That gives meaning to the material.
Chapter 4
The Learning Process
Implications for Training:
Employees need to practice for learning to stick.
“Overlearning” involves continuing to practice
beyond the point at which the learner has
demonstrated proficiency more than once.
Chapter 4
The Learning Process
Implications for Training:
Employees need feedback concerning how well
they are meeting the predetermined objectives.
Feedback should be specific and follow the
behavior as close as possible.
Chapter 4
The Learning Process
Implications for Training:
Employees learn by observing and interacting
with others.
Chapter 4
The Learning Process
Implications for Training:
The training program needs to be properly
coordinated and arranged.
“Training administration” includes enrollment,
material prep, arranging for a facility, and
evaluating the program & outcomes.