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    Learning: Theories and Program Design

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    Meraz Muhaiminul
    This document discusses several learning theories that can be applied to program design, including reinforcement theory, social learning theory, goal theories, need theories, expectancy theory, information processing theory, and adult learning theory. It provides details on key aspects of each theory such as processes, implications for training, and how to apply the theories to motivate learning. Theories are examined in terms of how they can help explain human behavior and guide the development of effective training programs.

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    Learning: Theories and Program Design

    Uploaded by

    Meraz Muhaiminul
    55 views50 pages
    This document discusses several learning theories that can be applied to program design, including reinforcement theory, social learning theory, goal theories, need theories, expectancy theory, information processing theory, and adult learning theory. It provides details on key aspects of each theory such as processes, implications for training, and how to apply the theories to motivate learning. Theories are examined in terms of how they can help explain human behavior and guide the development of effective training programs.

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    Employee Training and Development by Raymond A Noe Learning theories and program design

    Original Title

    Lecture 4 19th Batch

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    This document discusses several learning theories that can be applied to program design, including reinforcement theory, social learning theory, goal theories, need theories, expectancy theory, information processing theory, and adult learning theory. It provides details on key aspects of each theory such as processes, implications for training, and how to apply the theories to motivate learning. Theories are examined in terms of how they can help explain human behavior and guide the development of effective training programs.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    55 views50 pages

    Learning: Theories and Program Design

    Uploaded by

    Meraz Muhaiminul
    This document discusses several learning theories that can be applied to program design, including reinforcement theory, social learning theory, goal theories, need theories, expectancy theory, information processing theory, and adult learning theory. It provides details on key aspects of each theory such as processes, implications for training, and how to apply the theories to motivate learning. Theories are examined in terms of how they can help explain human behavior and guide the development of effective training programs.

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    of 50

    Chapter 4

    Learning: Theories and Program Design


    What is Learning? What is
    Learned?

    Learning - a relatively permanent


    change in human capabilities that is not a
    result of growth processes.
    These capabilities are related to specific
    learning outcomes.
    Table 4.1 Learning Outcomes
    Learning Theories

    Reinforcement Theory Social Learning Theory

    Goal Theories

    Need Theories

    Expectancy Theory
    Information Processing Adult Learning Theory
    Theory
    Learning Theories (cont.)

    Reinforcement theory - emphasizes


    that people are motivated to perform or
    avoid certain behaviors because of past
    outcomes that have resulted from those
    behaviors.
    Several processes in reinforcement theory are
    positive reinforcement, negative
    reinforcement, extinction, and punishment.
    Learning Theories (cont.)

    Reinforcement theory
    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.
    Trainers can withhold or provide job-related,
    personal, and career-related benefits to
    learners who master program content.
    Table 4.2 - Schedules of
    Reinforcement
    Learning Theories (cont.)

    Social learning theory - emphasizes


    that people learn by observing other
    persons (models) whom they believe are
    credible and knowledgeable.
    The theory recognizes that behavior that
    is reinforced or rewarded tends to be
    repeated.
    Learning Theories (cont.)

    Social learning theory


    Learning new skills or behavior comes from:
    directly experiencing the consequences of using a
    behavior or skill, or
    the process of observing others and seeing the
    consequences of their behavior.
    Learning Theories (cont.)

    Social learning theory


    Learning is also influenced by a persons self-
    efficacy, which is a persons judgment about
    whether he or she can successfully learn
    knowledge and skills.
    A persons self-efficacy can be increased
    using several methods: verbal persuasion,
    logical verification, observation of others
    (modeling), and past accomplishments.
    Processes of Social Learning
    Theory
    Four processes have been found to
    determine the influence that a model
    will have on an individual:

    1. Attention Process
    2. Retention Process
    3. Motor Reproduction Process
    4. Reinforcement Process
    Processes of Social Learning
    Theory
    Four processes have been found to
    determine the influence that a model will
    have on an individual:

    1. Attention Process:

    People learn from a model only when they


    recognize and pay attention to its critical
    features.

    We pay more attention to those models who


    are attractive, important and repeatedly
    available.
    Processes of Social Learning
    Theory
    2. Retention Process

    Learning depends on how well the


    individual can remember the models
    action after the model is not readily
    available.
    Processes of Social Learning
    Theory
    3. Motor Reproduction Process

    This involves whether the individual can convert


    watching into doing.

    4. Reinforcement Process

    Individuals are motivated to exhibit the


    modeled behavior if positive rewards are
    provided.
    Learning Theories (cont.)

    Goal theories
    Goal setting theory - assumes that behavior
    results from a persons conscious goals and
    intentions.
    Goals influence a persons behavior by:
    directing energy and attention.
    sustaining effort over time.
    motivating the person to develop strategies for goal
    attainment.
    Learning Theories (cont.)

    Goal theories
    Goal setting theory
    It 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.
    Learning Theories (cont.)

    Goal theories
    Goal orientation - the goals held by a
    trainee in a learning situation.
    It includes learning and performance orientation.
    Learning orientation - trying to increase ability or
    competence in a task.
    Performance orientation - learners who focus on
    task performance and how they compare to others.
    Learning Theories (cont.)

    Goal theories
    Goal orientation
    It affects the amount of effort a trainee will expend
    in learning (motivation to learn).
    Learners with a high learning orientation will direct
    greater attention to the task and learn for the sake
    of learning in comparison to learners with a
    performance orientation.
    Learners with a performance orientation will direct
    more attention to performing well and less effort to
    learning.
    Learning Theories (cont.)

    Need theories
    Helps to explain the value that a person
    places on certain outcomes.
    Need - a deficiency that a person is
    experiencing at any point in time.
    Maslows and Alderfers need theories focused
    on physiological needs, relatedness needs,
    and growth needs.
    Learning Theories (cont.)

    Need theories
    The major difference between Alderfers and
    Maslows hierarchies of needs is that Alderfer
    allows the possibility that if higher-level needs
    are not satisfied, employees will refocus on
    lower-level needs.
    McClellands need theory focused primarily on
    needs for achievement, affiliation, and power.
    Learning Theories (cont.)

    Need theories
    Suggest that to motivate learning, trainers
    should identify trainees needs and
    communicate how training program content
    relates to fulfilling these needs.
    If certain basic needs of trainees are not met, they
    are unlikely to be motivated to learn.
    Learning Theories (cont.)

    Expectancy theory
    It suggests that a persons behavior is based
    on three factors:
    Expectancies - the link between trying to perform
    a behavior and actually performing well.
    Instrumentality - a belief that performing a given
    behavior is associated with a particular outcome.
    Valence - the value that a person places on an
    outcome.
    Figure 4.2 - Expectancy Theory of
    Motivation
    Adult Learning Theory
    Assumptions of the theory
    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 a learning experience with a
    problem-centered approach to learning
    Adults are motivated to learn by both
    extrinsic and intrinsic motivators
    Table 4.3 - Implications of
    Adult Learning Theory for Training
    Learning Theories (cont.)

    Information processing theory


    It gives more emphasis to the internal
    processes that occur when training content is
    learned and retained.
    It highlights how external events influence
    learning, which include:
    Changes in the intensity or frequency of the
    stimulus that affect attention.
    Informing the learner of the objectives to establish
    an expectation.
    Enhancing perceptual features of the material
    (stimulus), drawing the attention of the learner to
    certain features.
    Learning Theories (cont.)

    Information processing theory


    It highlights how external events influence
    learning, which include:
    Verbal instructions, pictures, diagrams, and maps
    suggesting ways to code the training content so that
    it can be stored in memory.
    Meaningful learning context (examples, problems)
    creating cues that facilitate coding.
    Demonstration or verbal instructions helping to
    organize the learners response as well as
    facilitating the selection of the correct response.
    Figure 4.3 A Model of Human
    Information Processing
    Table 4.4- The Relationship among Learning
    Processes, Instructional Events, and Forms of
    Instruction
    The Learning Process
    Mental and physical processes
    Expectancy: Mental state that the learner
    brings to the instructional process
    Perception: Ability to organize the
    message from the environment so that it
    can be processed and acted upon
    Working storage: Rehearsal and
    repetition of information occurs
    Semantic encoding: Actual coding
    process of incoming messages
    The Learning Process
    Learning strategies
    Rehearsal: 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
    The Learning Process

    The learning cycle involves four stages:


    Concrete experience
    Reflective observation
    Abstract conceptualization
    Active experimentation
    Table 4.5 Learning Styles
    The Learning Process (cont.)

    Age influences on learning


    Trainers need to be aware of trainees ages to
    create a learning environment and develop
    materials that meet their preferences.
    According to some trainers, there are four
    generations of employees with distinct
    attitudes toward work and preferred ways to
    learnMillenniums (or nexters), Gen Xers,
    baby boomers, and traditionalists.
    The Learning Process (cont.)

    Instruction - trainers manipulation of


    the environment in order to help trainees
    learn.
    The training context - the physical,
    intellectual, and emotional environment
    in which training occurs.
    Practice - physical or mental rehearsal
    of a task, knowledge, or skill to achieve
    proficiency in performing the task or skill
    or demonstrating the knowledge.
    Table 4.6 - Features of Good
    Instruction That Facilitate Learning
    Table 4.8 - Characteristics of
    Good Training Objectives
    The Learning Process (cont.)

    Metacognition - individual control over


    ones thinking.
    Two ways that individuals engage in
    metacognition are monitoring and control.
    Advance organizers - outlines, texts,
    diagrams, and graphs that help trainees
    organize the information that will be
    presented and practiced.
    The Learning Process (cont.)

    Overlearning - Continuing to practice


    even after being able to perform the
    objective several times.
    Error management training - giving
    trainees opportunities to make errors
    during training; provides the opportunity
    for trainees to engage in metacognition.
    The Learning Process (cont.)

    Practice can be massed, spaced, in


    whole, or in part.
    It must be related to the training
    objectives.
    Feedback is information about how well
    people are meeting the training
    objectives, and should be provided as
    soon as possible after the trainees
    behavior.
    The Learning Process (cont.)

    Employees learn through observation,


    experience, and interacting with others.
    Communities of practice - groups of
    employees who work together, learn from
    each other, and develop a common
    understanding of how to get work
    accomplished.
    Table 4.11 - Internal and External Conditions
    Necessary for Learning Outcomes
    Table 4.12 - Details to Consider
    When Evaluating a Training Room
    Figure 4.4 - Examples of Seating
    Arrangements
    Table 4.13 - Matching Training
    Rooms With Learning Requirements
    Table 4.14 - Examples of how to
    get Trainees Involved
    Table 4.15 - Design Document
    Template
    Table 4.17 - Sample of a Detailed
    Lesson Plan
    Table 4.18 - Features of an
    Effective Lesson Plan
    Table 4.19 - Sample Lesson
    Overview

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