Aizell A.

Bernal
BSBA 3
HRM 3
Ms. L. Placido
 Introduction
LEARNING

is a relatively
permanent change in
human
capabilities that is not
a result
of growth processes.
 Five Types of Learner Outcomes
Verbal
Motor Skills Information

Intellectual
Attitudes Skills

Cognitive
Strategies
 Five Types of Learner Outcomes

VERBAL INFORMATION

 includes names or
labels, facts, and
bodies of knowledge.
 includes specialized
knowledge that
employees need in
their jobs.
 Five Types of Learner Outcomes

INTELLECTUAL SKILLS

 include concept and

rules.
 These concept and rules
are critical to solve
problems, serve
customers, and create
products.
 Five Types of Learner Outcomes

MOTOR SKILLS

 include coordination of
physical movement.
 Five Types of Learner Outcomes
ATTITUDES
 a combination of beliefs
and feelings that
predispose a person to
behave a certain way.
 Attitudes include:
a) cognitive component
b) affective component
c) intentional component
 Five Types of Learner Outcomes

COGNITIVE
STRATEGIES

 regulate the processes

of learning.
 Learning Theories
Reinforcement
Need Theory
Theory

Social Learning
Expectancy Theory
Theory

Adult Learning
Goal Theory
Theory

Information
Processing Theory
 Reinforcement Theory
 emphasizes that
people are motivated
to perform or avoid
certain behaviors
because of past
outcomes that have
resulted from those
behaviors
 Reinforcement Theory
Process in Reinforcement Theory
1. Positive reinforcement – a pleasurable outcome
resulting from a behavior.
2. Negative reinforcement – is the removal of an
unpleasant outcome.

Extinction – the process of withdrawing positive or

negative reinforcers to eliminate a behavior.
Punishment – an unpleasant outcome after a behavior,
leading to a decrease in that behavior.
 Reinforcement Theory
Type of Benefits

1. Job-related – learning an easier or more interesting

way to perform their job
2. Personal – meeting other employees who can serve
as resources when problems occur
3. Career-related – increasing opportunities to
consider new positions in the company
 Reinforcement Theory
Types of Schedules
1. Ratio Schedules
a) Fixed–Ratio Schedule – reinforcement whenever
target behavior has taken place a given number of
times
b) Continuous Reinforcement – reinforcement
after each occurrences of target behavior
c) Variable-Ration Schedule – reinforcement after
several occurrences of target behavior
 Reinforcement Theory
Types of Schedules
2. Interval Schedules
a) Fixed-Interval Schedule – reinforcement at a
given time interval after performance of target
behavior
b) Variable-Interval Schedule – reinforcement
occurring periodically after performance of target
behavior
 Social Learning Theory

 emphasizes that
people learn by
observing other
persons whom they
believe are credible and
knowledgeable
 Social Learning Theory
According to social learning theory, learning new skills
or behaviors comes from:
1. Directly experiencing the consequences of using that
behavior or skill
2. The process of observing others and seeing the
consequences of their behavior
3. Learning is influenced by a person’s self-efficacy

Self-efficacy – a person’s judgment about whether he or

she can successfully learn knowledge and skills.
 Social Learning Theory
Methods to increase self-efficacy:
 Verbal Persuasion

 offering words of
encouragement to
convince others they
can learn
 Logical Verification
 involves perceiving a relationship
between a new task and a task already
mastered
 Modeling
 involves having employees
who already have
mastered the learning
outcomes demonstrate
them for trainees
 Past Accomplishments

 allowing employees to
build a history of
successful
accomplishments
Processes of Social Learning Theory

Attention Retention

Motivational Motor
Processes Reproduction
 Attention
 Attention is influenced by characteristics of the
model and the learner.
 Learners must be aware of the skills or behavior they
are supposed to observe.
 The model must be clearly identified and credible.
 The learner must have the physical capability to
observe the model.
 Learner who has successfully learned other skills or
behavior by observing the model is more likely to
attend to the model.
 Retention
 Learners must remember the behaviors or skills that
they observe.
 Learners have to code the observed behavior and
skills in memory in an organized manner so they can
recall them for the appropriate situation.
 Behaviors or skills can be coded as visual images or
verbal statements.
 Motor Reproduction
 Involves trying out the observed behaviors to see if
they result in the same reinforcement that the model
received.
 The ability to reproduce the behaviors or skills
depends on the extent to which the learner can recall
the skills or behavior.
 The learner must also have the physical capability to
perform the behavior or exhibit the skill.
 Motivational Process
 Learners are more likely to adopt a modeled behavior
if it results in positive outcomes.
 Social learning theory emphasizes that behaviors that
are reinforced will be repeated in the future.
 Goal Theories
Goal Setting Theory Goal Orientation

 assumes that  refers to the global

behavior results held by a trainee in
from a person’s a learning situation
conscious goals and
intentions
 Goal Orientation
Learning Performance
Orientation Orientation

 relates to trying to  refers to a focus of

increase ability or learners on task
competence in a performance and
task how they compare
to others
 Need Theories
 Help to explain the value
that a person places on
certain outcomes.
 NEED is a deficiency that
a person is experiencing at
any point in time.
 A need motivates a person
to behave in a manner to
satisfy the deficiency.
Maslow and Alderfer’s Need Theories
Maslow and Alderfer’s Need Theories
 focused on Physiological Needs, Relatedness Needs,
and Growth Needs
 They believed that person start by trying to satisfy
needs at the lowest level, than progress up the
hierarchy as lower-level needs are satisfied.
 The major difference between Alderfer’s and Maslow’s
hierarchies of needs is that Alderfer allows possibility
that if higher-level needs are not satisfied, employees
will refocus on lower-level needs.
 McClelland’s Need Theory
 focused on needs for
achievement, affiliation, and
power
 Need for achievement
relates to a concern for
attaining and maintaining self-
set standards of excellence.
 Need for affiliation involves
concern for building and
maintaining relationships with
other people and for being
accepted by others.
 Need for power is a concern
for obtaining responsibility,
influence, and reputation.
 Expectancy Theory
 Expectancy theory suggests that a person’s behavior is based on
three factors: expectancy, instrumentality, and valence.
 Expectancy beliefs about the link between trying to perform a
behavior and actually performing well. It is similar to self-efficacy.
 Instrumentality is a belief that performing a given behavior is
associated with a particular outcome.
 Valence is the value that a person places on an outcome.

Expectancy Instrumentality Valence

 Adult Learning Theory
 It was developed out of a
need for a specific theory
of how adults learn.
 Pedagogy is the art and
science of teaching
children, dominated
educational theory.
 Andragogy is the
theory of adult learning.
 Adult Learning Theory
This model is based on several assumptions:
1. Adults have the need to know why they are learning
something.
2. Adults have a need to be self-directed.
3. Adults bring more work-related experiences into the
learning situation.
4. Adults enter into a learning experience with a
problem-centered approach to learning.
5. Adults are motivated to learn by both extrinsic and
intrinsic motivators.
 Information Processing Theory
 It gives more emphasis to the internal processes that occur when
training content is learned and retained.
 The information processing model highlights how external events
influence learning. These events include:
1. Changes in the intensity or frequency of the stimulus that affect
attention.
2. Informing the learner of the objectives to establish an expectation.
3. Enhancing perceptual features of the material, drawing the
attention of the learner to certain features.
4. Verbal instructions, pictures, diagrams, and maps suggesting ways
to code the training content so that it can be stored in memory.
5. Meaningful learning context creating cues that facilitate coding.
6. Demonstration or verbal instructions helping to organize the
learner’s response as well as facilitating the selection of the correct
response.
 Processes of Learning
Working
Expectancy Perception
Storage

Semantic Long-Term
Retrieval
Encoding Storage

Generalizing Gratifying
 Expectancy

 refers to the mental

state that the learner
brings to the
instructional process
 Perception
 refers to the ability to
organize the message
from the environment
so that it can be
processed and acted
upon
 Working Storage
 in working
storage, rehearsal and
repetition of
information
occur, allowing
material to be coded
for memory
 Semantic Encoding

 refers to the actual

coding process of
incoming messages
 Long-term Storage
 Rehearsal – the simplest
learning strategy, focuses
on learning through
repetition.
 Organizing – requires the
learner to find similarities
and themes in the training
material.
 Elaboration – requires
the trainee to relate the
training material to other,
more familiar knowledge,
skills, or behaviors.
 Retrieval
 involves identifying
learned material in
long-term memory and
using it to influence
performance
 Generalizing
 an important part of
learning process is not
only being able to
reproduce exactly what
was but also being able
to adapt the learning to
use in similar
 Gratifying
 refers to the feedback
that the learner receives
as a result of using
learning content
 The Learning Cycle
FOUR STAGES OF LEARNING

Concrete Reflective
Experience Observation

Abstract Active
Conceptualization Experimentation
 The Learning Cycle
Divergers

Accommodators
Learning
Assimilators
Styles

Convergers
 Diverger
 good at generating
ideas, seeing a
situation from multiple
perspectives, and being
aware of meaning and
value
 Assimilator
 good at inductive
reasoning, creating
theoretical models,
and combining
disparate observations
into an integrated
explanation
 Converger
 good at decisiveness,
practical application of
ideas, and hypothetical
deductive reasoning
 Accommodator
 good at implementing
decisions, carrying out
plans, and getting
involved in new
experiences
Age Influences on Learning
FOUR GENERATIONS OF EMPLOYESS
 Born after 1980
 Optimistic, willing to work and learn, and technology
literate
 Appreciate diversity
 Prefer a learning environment that includes teamwork
and technology
 Like to learn by both working alone and helping
others.
 Motivated to learn skills and acquire knowledge that
will help make their working lives less stressful and
increase their employability
 Born from 1961 to 1980
 Need feedback and flexibility
 Dislike close supervision
 Value a balance between work and non-work
 Prefer a self-directed learning environment
 Respond best to training methods that allow them to
work at their own pace
 Highly motivated learners who view training as a way
to increase their employability
 Like to learn by doing, through experimentation and
feedback
 Born between 1945 and 1960
 Competitive, hard working, and concerned that all
employees be fairly treated
 Respond well to interactive training activities
 Like group activities
 Like well-organized training materials with an
overview of the information and an easy way to access
more detailed information
 Born between 1920 and 1944
 Patriotic and loyal
 Have great deal of knowledge of the history of
organizations and work life
 Prefer a traditional training room with a stable, orderly
learning environment
 Do not like to be put on the spot in front of other trainees
 Value direct presentation of information and training
materials organized logically
 Like trainers to ask them to share their experiences or
anecdotes
 Implications of the Learning Process for
instruction
Instruction – refers to the characteristics of the environment
in which learning is to occur
1. Employees need to know why they should learn
2. Employees need meaningful training content
3. Employees need opportunities to practice
4. Employees need to commit training content to memory
5. Employees need feedback
6. Employees learn through observation, experience, and
interacting with others
7. Employees need the training program to be properly
coordinated and arranged
 Objectives – refers to the purpose and expected outcome of
training activities.
 Objectives can serve as goals, trainees need to
understand, accept, and be committed to achieving the training
objectives for learning to occur.
 Objectives are useful for identifying the types of training outcomes
that should be measured to evaluate a training program’s
effectiveness.
 A training objective has three components:
1) A statement of what the employee is expected to do (performance
or outcome).
2) A statement of the quality or level of performance that is
acceptable (criterion).
3) A statement of the conditions under which the trainee is
expected to perform the desired outcome (conditions).
 Training context – refers to the physical, intellectual, and emotional
environment in which training occurs.
 Techniques:
1. Telling stories about others success in applying training content, especially
former trainees.
2. Showing how training relates to company goals and strategy.
3. Showing how trainees can use training content ideas at work.
4. Discussing examples or cases that remind trainees of the good and poor work
they have seen.
5. Repeating the application of ideas in different contexts.
6. Presenting evidence of the effectiveness of knowledge, skills, and behaviors.
7. Showing how the conditions that trainees face in training are similar to those
on the job.
8. Providing practice or application activities that can be used on the job.
9. Providing hard copies or electronic access to well-organized materials so
trainees can refer to them on the job or use them to teach others.
10. Allowing trainees to choose their practice strategy and how they want
training content presented.
 Practice – refers to the physical or mental rehearsal of a task,
knowledge, or skill to achieve proficiency in performing the task or skill
or demonstrating the knowledge.
a) Pre-practice Conditions
Steps:
1) Provide information bout the process or strategy that will result in
the greatest learning.
2) Encourage trainees to develop a strategy to reflect on their own
learning process
Metacognition – refers to individual control over one’s thinking.
Two ways:
 Monitoring – identifying the problem or task, evaluating one’s own
learning progress, and predicting what will occur as a result of
learning.
 Control – identifying the specific steps for completing a task or
solving a problem, deciding how quickly or how much attention to
devote to the task, and deciding how to prioritize learning.
3) Provide advance organizers.
4) Help trainees set challenging mastery or learning goals.
5) Create realistic expectations for the trainees by
communicating what will occur in training.
6) When training employees in teams, communicate performance
expectations and clarify roles and responsibilities of team
members.

b) Practice Involves Experience

 Overlearning – trainees need to continue to practice even if
they have been able to perform the objective several times. It
helps the trainee become more comfortable using new
knowledge and skills and increases the length of time the
trainee will retain the knowledge, skill, or behavior.
 Error Management Training – refers to giving trainees the
opportunities to make errors during training.
c) Massed versus Spaced Practice
 Massed Practice Conditions - are those in which individuals
practice a task continuously without rest.
 Spaced Practice Conditions – individuals are given rest
intervals within the practice session.
 Characteristics of the Task
1) Overall task complexity – refers to the degree to which a task
requires a number of distinct behaviors, the number of choices
involved in performing the task, and the degree of uncertainty
in performing the task.
2) Mental requirements – refer to the degree to which the task
requires the subject to use or demonstrate mental skills or
cognitive skills or abilities to perform the task.
3) Physical requirements – refer to the degree to which the task
requires the person to use or demonstrate physical skills and
abilities to perform and complete the task.
d) Whole versus Part Practice
 Whole practice – one option is that all tasks or
objectives should be practiced at the same time.
 Part practice – another option that an objectives or task
should be practiced individually as soon as each is
introduced in the training program.

e) Effective Practice Conditions

 Practice must involve the actions emphasized in the
training objectives, be completed under the conditions
specified in the training objectives, help trainees perform
to meet the criteria or standard that was set, provide
some means to evaluate the extent to which trainees
performance meets the standards, and allow trainees to
correct their mistakes.
 Make trainees aware of how they are creating,
processing, and accessing memory because it is
important for trainees to understand how they learn.
 Automatization – refers to making performance of a
task, recall of knowledge, or demonstration of a skill
so automatic that it requires little thought or
attention.
 Feedback – is information about how well people are
meeting the training objectives.
 Feedback should focus on specific behaviors and be
provided as soon as possible after the trainees
behavior.
 Videotape is a powerful tool for giving feedback.
 Feedback can also come from the tests and quizzes,
on-the-job observation, performance data, a mentor or
coach, written communications, or interpersonal
interactions.
 One way employees learn is through observing and
imitating the actions of models.
 Learning occurs through interacting with other
trainees in small groups during the training session as
well as back at work.
 Communities of practice – refer to groups of
employees who work together, learn from each other,
and develop a common understanding of how to get to
work accomplished.
 Training administration – refers to coordinating activities before, during, and
after the program.
 Training administration involves:
1) Communicating courses and programs to employees.
2) Enrolling employees in courses and programs.
3) Preparing and processing any pertaining materials such as readings or tests.
4) Preparing materials that will be used in instruction.
5) Arranging for the training facility and room.
6) Testing equipment that will be used in instruction.
7) Having back up equipment should equipment fail.
8) Providing support during instruction.
9) Distributing evaluation materials.
10) Facilitating communications between trainer and trainees during and after
training.
11) Recording course completion in the trainees training records or personal
files.
 Refer to processes within the
learner that must be present
for learning to occur.
 These processes include how
information is registered,
stored in memory, and
recalled.
 Refer to processes in the
learning environment that
facilitate learning.
 These conditions include
the physical learning
environment as well as
opportunities to practice
and to receive feedback
and reinforcement.
 Training site – refers to the room where training will
be conducted.
 A good training site offers the following features:
 It is comfortable and accessible.
 It is quiet, private, and free from interruptions.
 It has sufficient space for trainees to move easily around
in, offers enough room for trainees to have adequate
work space, and has good visibility for trainees to see
each other, the trainer, and any visual displays or
examples that will be used in training.
a) Details to be considered in the training room:

Room
Noise Colors Lighting
Structure

Wall and
Meeting
floor Glare Ceiling
room chairs
covering

Electrical
Acoustics
outlets
b) Seating arrangements
 Fan-Type Seating
 Classroom-Type
Seating
 Conference-Type
Seating
 Horseshoe
Arrangement
 Trainers, whether from inside or outside the
company, should have expertise in the topic and
experience in training.
 How Trainers Can Make the Training Site and
Instruction Conducive to Learning
 Creating a learning setting
 Preparation
 Classroom management
 Engaging trainees
 Managing group dynamics
 Program design – refers to the organization and coordination of
the training program.
 Effective program design includes:
 Course Parameters – refer to general information about the
training program including the course title, description of the
audience, statement of purpose, goals of the
course, location, time, prerequisites, and name of the trainer.
 Objectives
 Types of Objectives

1) Program Objectives – are broad summary statements of

the purpose of the program.
2) Course Objectives or Lesson Objectives – relate to
goals of the course or the lesson.
 Effective program design includes:
 The Detailed Lesson Plan – translates the content
and sequence of training activities into a guide that is
used by the trainer to help deliver the training.
 Lesson Plan Overview – matches major activities of
the training program and specific time or time
intervals.