Learning Theory and

Program Design
 Learning Theories/Adult Learning
 Learning Styles
 Program Design
 Learning Objectives
Learning
 If we can’t observe learning, how do we
know it has occurred?
 Infer learning by observing a behavioral
change or development
 Examine cognitions - changes in the
way people process information and
respond to information, think, problem
solve
Learning
 The change can be attitudes or feelings
(Affective domain)
 The change can be in physical actions
(psychomotor domain)

 When designing training some

knowledge of learning theory/what
motivates people is useful!
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
(continued)

 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 positively reinforce
trainees for doing the things (behaviors) that
lead to the outcomes they value.
Social Learning Theory
 Emphasizes that people learn by observing
other persons (models) whom they believe
are credible and knowledgeable.
 Self-efficacy – one’s belief in their ability to
perform a given task
 When others gain rewards for doing a
specific behavior or action, you assume if
you do it, you will be rewarded too.
 Goal Theories
 Goal setting theory assumes behavior results
from a person’s conscious goals and intentions.
 Goals influence behavior by directing energy
and attention, sustaining effort over time, and
motivating the person to develop strategies for
goal attainment.
 Research suggests that specific challenging
goals have been shown to lead to high
performance only if people are committed to the
goal.
Goal Theories (continued)

 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, objectives, course & program
outcomes etc.
Need Theories
 Need theories help explain the value that a
person places on certain outcomes.
 Need theories suggest that to motivate
learning:
 trainers should identify trainees’ needs, and
 communicate how training program content relates
to fulfilling these needs. Also, giving trainees a
choice when appropriate is motivating.
 If the basic needs of trainees are not met,
they are unlikely to be motivated to learn or
even attend training.
Expectancy Theory
 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 Instrumentality Valance

X X = Effort
Effort Performance Performance Outcome Value of Outcome

Does Trainee Have Ability Does Trainee Believe Are Outcomes Related to
to Learn? Training Outcomes Training Valued?
Promised Will Be
Does Trainee Believe He
Delivered?
Can Learn?
Expectancy
 Discuss goals of the training program or
session
 Design training for incremental
successes
 Make it clear what completion of the
training will do for the person
 Adult Learning Theory
 Adult learning theory was developed out of a need for
a specific theory of how adults learn.
 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.
Lessons from Learning
Theories
 Feedback and Reinforcement is necessary
 Practice is important/Clear Objectives
 Material must be meaningful
 Learners must be involved
 The Trainer must be credible
 Learners must be able to see the benefits &
achieve incremental successes
Learning Styles or Preferred
Approach to Learning
 Single Style
 An individual can use a style selected
from any number of possibilities
 Everyone has many different
combinations of learning styles
Other Common Learning
Styles
 Listening & Reading
 Observing & Imitating
 Doing
Learning Styles Con’t
 Visual – Write out most things, visualize
in your head, use charts, maps, videos,
flash cards
 Auditory – Talk to others, read and then
recite it aloud, taped lectures
 Tactile – write what is to be learned
several times, take good notes, make
study sheets, associate with real things
Training administration
involves: (1 of 2)
 Communicating courses and programs to
employees
 Enrolling employees in courses and programs
 Preparing and processing any pre-training
materials such as readings or tests
 Preparing materials that will be used in
instruction
 Testing equipment that will be used in
instruction
 Arranging for the training facility and room
Training administration
involves: (2 of 2)
 Having backup equipment should
equipment fail
 Providing support during instruction
 Distributing evaluation materials
 Facilitating communications between trainer
and trainees during and after training
 Recording course completion in the
trainees’ records or personnel files
Seating Arrangements
 What type of interactions are required
between trainer and trainees?
 Traditional classroom seating for lecture
and audiovisual presentation
 Fan-type seating allows everyone to
communicate, can easily switch from
listening to a presentation to working in
groups/teamwork
Seating Arrangements
 Horseshoe seating allows for various
presentations and total group
interaction. Trainees can all see each
other
 Conference seating for group discussion
and limited presentation
 http://www.nwlink.com/~donclark/hrd/
seating.html
Program Design – coordinating &
designing specific lessons
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Course Parameters
 Title
 Target audience
 Statement of purpose
 Goals of the course
 Location
 Time
 Instructor’s name
Detailed Lesson Plan (Noe
page 157)
 Lesson plans are usually prepared for
each day of training
 Title, length, learning objectives, target
audience, instructor, materials and
equipment, evaluation and
assignments, outline of what you want
to do for a specified time segment
 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

 Objectives are useful for identifying the

types of training outcomes that should be

measured to evaluate a training program’s
effectiveness
Types of Training Objectives can match
the types of evaluations you intend to do

 Trainee Reaction Objectives

 Learning Objectives
 Transfer of Training Objectives or
Behavioral Change
 Organizational Outcome Objectives
Hierarchy of Objectives
 Training Program Outcomes – broad statements of
purpose. Usually measured by results such as
increased customer satisfaction, less turnover,
increased sales, less accidents etc.
 Training Course Objectives (reaction, learning,
behavior)
 Course examples: leadership, Microsoft office, stress
management etc.
 Courses can contain from 1 to several lessons
 Specific Lesson Objectives (reaction, learning,
behavior)
A training or learning objective
has three components:

1. A statement of what the employee is expected to

do (performance or desired behavior)
2. A statement of the quality or level of performance
that is acceptable (standard/criterion)
3. A statement of the conditions under which the
trainee is expected to perform the desired outcome
(conditions) Where, when or what is needed?
4. Research suggests a time frame for completion may
also be included
Example
 Given a diagram of machine tool X, the
trainee/learner will be able to describe
all safety features with 100 percent
accuracy.
 After training, the employee will be able
to operate a cash register by using the
touch method maintaining a 99%
accuracy rate.
Bloom’s Taxonomy – Cognitive
Domain
 Measurable learning objectives can be
developed by using one or more verbs
that are appropriate to a specific level
of learning in the cognitive domain.
Bloom’s Taxonomy
 Knowledge: identify, list, tell, define,
arrange
 Comprehension: describe, explain,
summarize, translate, review
 Application: construct, demonstrate,
solve, apply, illustrate
 Analysis: analyze, generalize, organize,
diagram, test
Bloom’s Taxonomy
 Synthesis: compile, create, design,
arrange, collect, assemble
 Evaluation: appraise, compare,
contrast, argue
 Practice Re-Writing Learning
Objectives
 At the end of the training, learners will be able
to:

 Apply theories of motivation to different

situations
 Recognize and identify different personalities
and know how to motivate them
 Understand what is necessary to have an
effective team