Learning Theories Adult Learning: Theories, Motivation and Performance

Objectives
Understand concepts like Pedagogy & Andragogy Get insight on issues of adult learning Get acquainted with Learning theories Understanding learning process Learn to associate effective learning leading to motivation and performance improvement.

To Learn means..
Gain knowledge , comprehension or mastery through experience or study. To fix in mind or memorize Acquire through experience. To find out or become informed off.

Definition of Learning
Learning is the modification of behavior through experience and activities but not through maturation, emotions, motivations, fatigue, drugs etc.

7 Principles of Adult Learning

Adults
Must want to learn Learn only what they feel they need to learn Learn by doing Learn by solving practical problems. Learn in an informal environment Learn best through variety of training methods.

Why some subjects are interesting /boring?

Factors affect learning are:
Methodology Instructor

Environment

Motivational factors

Previous knowledge about the subject

Purpose for which we want to learn

Introduction
Learning is basic objective of T&D activities. Two conditions necessary for learning to occur:
1. opportunities for trainees to practice 2. meaningful content

For learning to occur it is important to identify what is to be learned

i.e., to identify learning outcomes

Introduction
Understanding learning outcomes is crucial
they influence the characteristics of the training environment that are necessary for learning to occur

The design of the training program is also important for learning to occur

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 Capabilities customized to suit requirements of situation These are critical to solve problems, serve customers, and create products

Learning Outcomes
Motor skills
Include coordination of physical movements

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

Learning Outcomes
Cognitive strategies
Strategic knowledge. Regulate 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

Creativity and algorithm generation for unsolved problems or unstructured situations for which readymade solutions are not known.

Principles of Learning
Concept of association paring two relevant variables , phenomenon or cognitions together, where thinking about one evokes thoughts about others.
Contiguity
Refers to an object ie experienced together with another

Law of effect
Behaviors with pleasurable consequences are likely to be repeated

Practice
Repeating learned event

Andragogy
Means adults teaching adults. Trainers serves as a catalyst / facilitator for the learners activities.

Pedagogy vs . Andragogy
Characteristics Pedagogy Structure Atmosphere
Based on aging process Rigid format Rules /procedure bound Authority oriented Formal , Competitive- win / loose Teacher dominant High task-low relationship Controlling Does not value experience Assumes students immaturity & dependency

Andragogy
Flexible, open, broad Responsive Interdisciplinary Relaxed, trusting, mutually respectful, Informal, warm, collaborative, supportive, win-win Innovative, creative, high task, high relationship, Interdependent , mature, relationship. Mentoring, modelling, experimental, high risk

Leadership

Pedagogy vs . Andragogy
Characteristics Planning Motivation Communication Evaluation Pedagogy
Administration and teacher External rewards & punishment One way downward Transmittal techniques Feelings repressed Teacher, norm referenced grades, subjective

Andragogy
Administration , student and teacher Internal incentives, self directed, learning contracts Two way mutually respectful. Feelings expressed. Supportive Criterion based, objective & subjective. Standards chosen by peers, students and teachers.

Assumptions in Andragogy
Learners need to know Learners self-concept Role of learners experience Trainees readiness to learn Trainees orientation to learning Trainees motivation to learn

Learning Theories
Reinforcement Theory Social Learning Theory

Goal Theories

Need Theories

Expectancy Theory Information Processing Theory Adult Learning Theory

Reinforcement 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
Interval Schedules
Ratio Schedules Fixed-ratio schedule leads to rapid learning Continuous reinforcement .. Leads to rapid learning with extremity Variable-ratio schedule lesser speed of learning

Fixed-interval schedule Variable-interval schedule

Social Learning Theory

Social Learning Theory (1 of 2)

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 of observing others and seeing the consequences of their behavior

Learning is also influenced by a persons self-efficacy

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 Processes

Match Modeled Performance

Model Stimuli Trainee Characteristics

Coding Organization Rehearsal

Physical Capability Accuracy Feedback

Reinforcement

Goal Theory

Goal Theories

Goal Setting Theory

Goal Orientation

Prentice Hall, 2001

Chapter 1

29

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, 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 (3 of 3)
Learners with a high performance orientation 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

Needs Theory

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

Expectancy Theory
Expectancy theory suggests that a persons behavior is based on three factors:
expectancy instrumentality valance

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
Effort Performance

Performance

Outcome

Value of Outcome

= Effort

Does Trainee Have Ability to Learn? Does Trainee Believe He Can Learn?

Does Trainee Believe Training Outcomes Promised Will Be Delivered?

Are Outcomes Related to Training Valued?

Adult Learning Theory

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 Self concept Experience Readiness Time perspective Orientation to learning Implications Mutual planning and collaboration in instruction Use learner experience as basis for examples and applications Develop instruction based on learners interests and competencies Immediate application of content Problem centered instead of subject centered

Information Processing Theory

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 or Message Receptors Eyes Ears Nose Skin Sensory Register Short-Term Memory Long-Term Memory

Environment Feedback Reinforcement Effectors

Response Generator

Examples
Introduction:
Unisys Corporation, Pennsylvania, helps business and governments apply IT to achieve new levels of competitiveness and success.

Approach
Emphasizes training , feedback, coaching, and practice in its training programs, which include instructor-led, online, and blended learning.

Examples
Introduction:
Exelon Energy Delivery , based in Chicago, is energy distribution companies that bring electrical power to homes and industry.

Approach
Training program is designed to train employees in all aspects of electrician job.

Examples
Introduction:
Toshiba America Group specializes in advance electronics and is recognized leader in products that enhance the home, the office and the industry and health care environment.

Training Program:
Mobile flexible training program was developed to train new dealers who had no experience with companys products. Had a blended approach with work-based and classroom learning sessions. Delivering information in multiple ways engages the learners and aids in retention.

Learning Process and Styles

The Learning Process

This material asks 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 Process: Mental and Physical Processes

Expectancy Gratifying Perception

Generalizing

LEARNING

Working Storage

Retrieval

Long Term Storage

Semantic Encoding

Boundaryless Organization Employee Branding Selection Knowledge Boundaryless Organization Broadbanding Job Sharing Recruitment Employee Branding Skills Outplacement Knowledge

Outplacement

Skills

Selection Recruitment Job Sharing Knowledge

Job Enlargement Employee Branding

Outplacement Andragogy Selection Boundaryless Organization

Job Enrichment Job Sharing Attitudes Whistle Blowers

Learning Process
Expectancy: Informing learner of the lesson objective Perception : Presenting stimuli with distinctive features Working stage : Limiting the amount to be learned Semantic Encoding : Providing learning guidance

Learning Process
Long-term Storage : Elaborating the amount to be learned. Retrieval : Providing clues that are used in recall. Generalizing : Enhancing retention and learning transfer Gratifying : Providing feedback about performance correctness

Concrete exp.

Work Problem

Learning Cycle
Abstract Conceptualization

Observation of the problem Generation of ideas for solving problem

Implementation of problem Feedback

Learning Cycle Experimental Learning

Kolb (1984) provides one of the most useful (but contestable) descriptive models available of the adult learning process w.r.t Lewin Cycle Concrete Experience is followed by Reflection on that experience on a personal basis. This may then be followed by the derivation of general rules describing the experience, or the application of known theories to it (Abstract Conceptualisation)

Learning Cycle
Hence to the construction of ways of modifying the next occurrence of the experience (Active Experimentation), leading in turn to the next Concrete Experience. This cycle repeats or over days, weeks or months, depending on the topic

Lewins Cycle

Kolbs Learning Cycle

The Learning Process: Learning Styles

Diverger
Concrete experience Reflective observation

Converger
Abstract conceptualization Active experimentation

Assimilator
Abstract conceptualization Reflective observation

Accommodator
Concrete experience Active experimentation

Learning Styles
Ways and preferences of learning in a particular way is called learning style People pick up this styles based on :
Beliefs Values Attitudes Cultural factors

Learning Styles
Diverger : Is good at generating ideas, seeing a situation from multiple perspectives, and being aware of meaning and value. Assimilator : is good at inductive reasoning, creating theoretical models, and combining disparate observations into an integrated explanation.

Learning Styles
Converger: Is good at decisiveness, practical application of ideas, and hypothetical deductive reasoning. Accommodator : Is good at implementing decisions , carrying out plans, and getting involved in new experiences.

Honey & Mumford (1982)

Four learning Styles

Implications of the Learning Process for Instruction: (1 of 2)

Employees need to know why they should learn Employees need meaningful training content Employees need opportunities to practice Employees need to commit training content to memory Employees need feedback

Implications of the Learning Process for Instruction: (2 of 2)

Employees learn through:
Observation Experience Interacting with others

Employees need the training program to be properly coordinated and arranged

Models of Organizing the Training Department

Faculty Model Customer Model

Matrix Model

Virtual Model

Corporate University Model

The Faculty Model

Director of Training Safety Training Quality Training Technology and Computer Systems Leadership Development Sales Training

Training Specialty Areas

The Customer Model

Director of Training Information Systems Marketing Production and Operations Finance

Business Functions

The Matrix Model

Director of Training

Training Specialty Areas

Sales Training

Quality Training

Technology and Com puter System s

Safety Training

Marketing

Production and Operations

Business Functions

The Corporate University Model

Historical Training Problems Excess Costs Poor Delivery and Focus Product Development Operations Sales and Marketing Human Resources

Leadership Development Programs

Training Advantages Dissemination of Best Practices

Inconsistent Use of Common Training Practices Best Training Practices Not Shared Training Not Integrated or Coordinated

Align Training with Business Needs Integrate Training Initiatives Effectively Utilize New Training Methods and Technology

New Employee Programs

Virtual Model (Virtual Training Organizations)

Virtual training organizations operate according to three principles:
Employees (not the company) have primary responsibility for learning The most effective learning takes place on the job, not in the classroom For training to translate into improved job performance, the manager-employee relationship (not employee-trainer relationship) is critical

Characteristics of Virtual Training Organizations:

A virtual training organization is customer focused Takes more responsibility for learning and evaluating training effectiveness Provides customized training solutions based on customer needs Determines when and how to deliver training based on customer needs Leverages resources from many areas Involves line managers in direction and content

Thank You