MODULE 1

Introduction to Employee
learning and Development

Learning
Learning engages us emotionally as well as intellectually as
we move through a cycle.
1. Frustration
2. Concern
3. Confusion

4. Exploration
5. Discovery
6. Integration

Unfortunately, in designing educational activities, we have

ignored this cycle.
2

What Is Learning
Learning is a relatively permanent change
in human capabilities
that is not a result of growth processes.
These capabilities are related
to specific learning outcomes.

Learning Outcomes

Verbal information
Includes names or labels, facts, and bodies of
knowledge
Includes specialized knowledge employees need
in their jobs

Intellectual skills
Include concepts and rules
These are critical to solve problems, serve
customers, and create products

Learning Outcomes

Motor skills

(2 of 3)

Include coordination of physical movements

Attitudes
Combination of beliefs and feeling that predispose a person to behave a certain way
Important work-related attitudes include job
satisfaction, commitment to the organization, and
job involvement

Learning Outcomes

(3 of 3)

Cognitive strategies
Regulate(direct) the process of learning
They relate to the learners decision regarding:

what information to attend to (i.e., pay attention to)

how to remember
how to solve problems

learned person is the one who is

Possessing or demonstrating
profound, often systematic knowledge

The Forces influencing working and

learning

Globalization

Need for leadership

Increased value placed on knowledge

Attracting and retaining talent

Customer service and quality emphasis

The Forces influencing working and

learning (2 of 2)

Changing demographics and diversity of the

work force

New technology

High-performance models of work systems

Economic changes

Ch 4-8

Learning Theories
Reinforcement Theory

Social Learning Theory

Goal Theories

Need Theories

Expectancy Theory
Information Processing Theory

Adult Learning Theory

Reinforcement Theory

Emphasizes that people are motivated to

perform or avoid certain behaviors
because of past outcomes that have
resulted from those behaviors

Positive reinforcement
Negative Reinforcement
Extinction
Punishment

Reinforcement Theory (2 of 2)

From a training perspective, it suggests that

for learners to acquire knowledge, change
behavior, or modify skills, the trainer needs to
identify what outcomes the learner finds most
positive (and negative)

Trainers then need to link these outcomes

to learners acquiring knowledge, skills, or
changing behaviors

Schedules of Reinforcement
Ratio Schedules

Fixed-ratio schedule

Continuous
reinforcement

Variable-ratio
schedule

Interval Schedules

Fixed-interval
schedule

Variable-interval
schedule

Social learning Theory

Emphasizes that people learn by observing

other persons (models) whom they believe are
credible and knowledgeable

Recognizes that behavior that is reinforced or

rewarded tends to be repeated

The models behavior or skill that is rewarded

is adopted by the observer

Social Learning Theory (2 of 2)

Learning new skills or behavior comes from:

directly experiencing the consequences of using
behavior or skills, or
the process of observing others and seeing the
consequences of their behavior

Learning is also influenced by a persons selfefficacy

self-efficacy is a persons judgment about whether

he or she can successfully learn knowledge and
skills

Processes of Social
Learning Theory

Attention

Retention

Motor Reproduction

Motivational

Match Modeled
Performance

Processes

Model Stimuli

Coding

Physical Capability

Trainee Characteristics

Organization

Accuracy

Rehearsal

Feedback

Reinforcement

Goal Theories

Goal Setting Theory

Goal Orientation

Goal Setting Theory

(1 of 3)

Goal setting theory assumes behavior

results from a persons conscious goals
and intentions

Goals influence behavior by:

directing energy and attention

sustaining effort over time
motivating the person to develop strategies for
goal attainment

Goal Setting Theory

(2 of 3)

Specific challenging goals result in better

performance than vague(undefined),
unchallenging goals

Goals lead to high performance only if

people are committed to the goal

Employees are less likely to be committed

to a goal if they believe it is too difficult

Goal Setting Theory

(3 of 3)

Goal setting theory is used in training program

design

It suggests that learning can be facilitated by

providing trainees with specific challenging goals
and objectives

The influence of goal setting theory can be seen

in the development of training lesson plans

Goal Orientation

(1 of 3)

Goal orientation refers to the goals held

by a trainee in a learning situation

Mastery orientation: relates to trying to increase

ability or competence in a task
Performance orientation: refers to a focus of
learners on task performance and how they
compare to others

Goal Orientation

(2 of 3)

Goal orientation affects the amount of effort

a trainee will expend in learning
(motivation to learn)

Learners with a high mastery orientation

direct greater attention to the task

learn for the sake of learning

Goal Orientation

Learners with a high performance

orientation

(3 of 3)

direct more attention to performing well

devote less effort to learning

Trainees with a learning orientation exert

greater effort to learn and use more complex
learning strategies than trainees with a
performance orientation LO(high)PO(low)

Need Theories

Help explain the value that a person places

on certain outcomes

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

Expectancy Theory

(1 of 2)

Expectancy theory suggests that a persons

behavior is based on three factors:

expectancy
instrumentality
valance

Expectancy Theory

(2 of 2)

Expectancy 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)
Employees value these outcomes

Expectancy Theory of
Motivation
Expectancy
Effort

Performance

Instrumentality
Performance

Outcome

Valance
Value of Outcome

Does Trainee Have Ability to

Does Trainee Believe

Are Outcomes Related to

Learn?

Training Outcomes

Training Valued?

Promised Will Be
Does Trainee Believe He
Delivered?
Can Learn?

Effort

Adult Learning Theory

It 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-centered approach to learning
Adults are motivated to learn by both extrinsic and
intrinsic motivators

Implications of Adult Learning Theory

for Training
Design Issue

Implications

Self concept

Mutual planning and collaboration in instruction

Experience

Use learner experience as basis for examples and applications

Readiness

Develop instruction based on learners interests and

competencies

Time perspective

Immediate application of content

Orientation to
learning

Problem centered instead of subject centered

Information Processing
Theory

These theories give more emphasis to the

internal processes that occur when training
content is learned and retained

Highlights how external events influence

learning

A Model of Human Information Processing

Stimulus

Receptors

or

Eyes

Message

Ears

Sensory Register

Short-Term Memory

Long-Term Memory

Nose
Skin

Environment
Response Generator
Feedback Reinforcement

Effectors

The Learning Process

Three questions:
1. What are the physical and mental processes
involved in learning?
2. How does learning occur?
3. Do trainees have different learning styles?

The Learning Cycle

Four stages:
1. Concrete experience
2. Reflective observation
3. Abstract conceptualization
4. Active experimentation

The Learning Process: Learning

Styles

Diverger

Abstract
conceptualization
Active experimentation

Concrete experience
Reflective observation

Assimilator
Abstract
conceptualization
Reflective observation

Converger

Accommodator
Concrete experience
Active experimentation

Style Specific Approaches

Learning Style

Characteristics

Suggested Learning
Strategy

Accommodator

Risk takers
Can easily adapt to
situations

Role Plays

Diverger

Brainstormers
Ability to chose
from multiple inputs.

Case Studies
Adaptive Learning

Converger

Look for single

solutions

Hands on examples
Role Plays

Assimilator

Create theoretical
models

Theory and Practice

Training Objectives
Employees learn best when they understand
the objective of the training program
The objective refers to to the purpose and
expected outcome of training activities
Training objectives based on the training
needs analysis help employees understand
why they need the training
Objectives are useful for identifying the types
of training outcomes that should be measured
to evaluate a training programs 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)

Course Parameters

Title
Target audience
Statement of purpose
Goals of the course
Location
Time
Instructors name

Sample of a Detailed Lesson

Plan

Features of an Effective
Lesson Plan

Sample Lesson Overview