Training and

Development
Chapter-2
Learning and Motivation
Chapter Learning Outcomes (1 of 2)

AFTER READING THIS CHAPTER, YOU SHOULD BE ABLE TO:

• Define learning and workplace learning and describe how individuals
learn through formal and informal learning methods
• Describe how to classify learning outcomes
• Explain how people learn using the three stages of learning and
resource allocation theory
• Use kolb's learning model and the VARK model to distinguish and
describe the different ways people learn and the implications for
training
Chapter Learning Outcomes (2 of 2)
• Compare the different theories of learning and discuss their
implications for training
• Describe the six core principles of andragogy and their implications
for training programs
• Explain goal-setting theory and why training motivation is important
for learning and training effectiveness
• Describe the model of training effectiveness
Reading Time
Introduction
• Abbott Point of Care's apprenticeship programs are a good example of
the importance of learning for employees and organizations. Abbott
employees not only acquired new skills that were necessary to
perform their jobs, but were also motivated to participate in the
apprenticeship programs and to learn new skills.
• But just what is learning and how do employees learn?
What is Learning?

Learning- The process

of acquiring knowledge
and skills, and a change
in individual behaviour
as a result of some
experience
Workplace Learning
Workplace learning is the process of acquiring job related knowledge and
skills through formal training programs and informal social interactions
among employees.
70-20-10 model- Seventy percent of workplace learning comes from on-the
job experiences, 20 percent from Interactions with others, and 10 percent
from formal learning activities and events.
Informal learning is learning that occurs naturally as part of work and is not
planned or designed by the organization. Informal learning is spontaneous,
immediate, and task specific.
By comparison, formal learning has an expressed goal set by the organization
and a defined process that is structured and sponsored by the organization.
 Informal Learning

It has been reported that 70 to 90

percent of what employees learn and
know about their jobs is learned
through informal processes rather than
through formal programs. According to
the Conference Board of Canada,
informal learning is on the rise in
Canadian organizations.
Learning Outcomes (Robert Gagne)
Robert Gagne, who developed the best known classification of learning outcomes. According to
Gagne, learning outcomes can be classified according to five general categories:
1. Verbal information- Facts, knowledge, principles, and packages of information, or what is known
as "declarative knowledge."
2. Intellectual skills- Concepts, rules, and procedures that are known as "proce­dural knowledge."
Procedural rules govern many activities in our daily lives, such as driving an automobile or
shopping in a supermarket.
3. Cognitive strategies-The application of information and techniques, and understanding how and
when to use knowledge and information.
4. Motor skills- The coordination and execution of physical movements that involve the use of
muscles, such as learning to swim.
5. Attitudes- Preferences and internal states associated with one's beliefs and feelings. Attitudes
are learned and can be changed. However, they are considered to be the most difficult domain
to influence through training.
Learning Outcomes (Kurt Kraiger and
Colleagues) { 1of 2}
Drawing on Gagne's classification scheme, Kurt Kraiger and colleagues
developed a multidimensional classification scheme of learning outcomes
that includes some additional indicators of learning. Their classification
scheme consists of three broad categories of learning outcomes. Each
category has several more specific indicators of learning:
1.Cognitive outcomes- The quantity and type of knowledge and the
relationships among knowledge elements. This includes verbal knowledge
(declarative knowledge}, knowledge organization (procedural knowledge
and structures for organizing knowledge or mental models), and cognitive
strategies (mental activities that facilitate knowledge acquisition and
application, or what is known as metacognition).
Learning Outcomes (Kurt Kraiger and
Colleagues) { 2 of 2}
2.Skill based outcomes- This involves the development of technical or
motor skills and includes compilation (fast and fluid performance of a
task as a result of proceduralization and composition) and automaticity
(ability to perform a task without conscious monitoring).

3 Affective outcomes-These are outcomes that are neither cognitively

based nor skills based; they include attitudinal(affective internal state
that affects behaviour) and motivational outcomes (goal orientation,
self efficacy, goals).
Stages of Learning and Resource
Allocation Theory

ACT theory
Learning takes place in three stages that are known as declarative knowledge,
knowledge compilation, and procedural knowledge or proceduralization
Resource allocation theory
Individuals possess limited cognitive resources that can be used to learn a
new task
Performance of a new task is determined by individual differences in
attentional and cognitive resources, the requirements of the task (task
complexity), and self-regulatory activities (e.g., self-monitoring and self-
evaluation) used to allocate attention across tasks.
The Stages of Learning
Declarative knowledge
Knowledge, facts, and information

Knowledge compilation
Integrating tasks into sequences to simplify and streamline the task

Procedural knowledge
The learner has mastered the task and performance is automatic and
habitual
Learning Styles

Learning style
The way in which an individual prefers to learn

Kolb's learning style

The way in which an individual gathers information and processes and evaluates it
during the learning process

Learning Cycle
People use each of the four modes of learning in a sequence that begins with
concrete experience followed by reflective observation, abstract conceptualization,
and active experimentation
Kolb’s Learning Style
Fleming’s Learning Style
The second model of learning styles is the VARK model developed by Fleming.
Fleming's learning style is an individual's preferred ways of gathering,
organizing, and thinking about information. It has to do with the different
ways that individuals take in and give out information. There are four different
perceptual preferences for how people prefer to learn. VARK is an acronym
for the four different perceptual preferences or learning styles :
V = visual- Learn from charts, maps, graphs, diagrams
A = aural/auditory-talking, explaining, discussing
R = read/write- Printed materials and readings such as books, reports
K = kinesthetic- from direct practice, demonstrations, simulations, role plays,
and case studies
Learning Theory
The Conditioning Process
Shaping
The reinforcement of each step in a process until it is
mastered
Chaining
The reinforcement of entire sequences of a task
Generalization
The conditioned response occurs in circumstances different
from those during learning
Social Cognitive Theory

The central premise of social cognitive theory is social learning, which

involves learning through interactions with others. Social learning can
be either formal (e.g., mentoring programs) or informal (e.g.,
collaborative work).
According to social cognitive theory, people learn by observing the
behaviour of others, making choices about different courses of action
to pursue, and managing their own behaviour in the process of
learning.
Social cognitive theory involves three key components: observation,
self-efficacy, and self-regulation.
Social Cognitive Theory
Observation
Learning by observing the actions of others and the consequences
Self-efficacy
Beliefs that people have about their ability to successfully perform a specific task
Self-regulation
Managing one's own behaviour through a series of internal processes
Self-regulated learning
The use of affective, cognitive, and behavioural processes during a learning experience to
reach a desired level of achievement
Self-regulation prompts
Asking trainees questions about their learning, goals, and goal progress to encourage self
regulate on during training
Adult Learning Theory
Andragogy
An adult-oriented approach to learning that takes into account
the differences between adult and child learners
Pedagogy
The traditional approach to learning used to educate children and
youth
Adult Learning Theory
Adult Learning Theory
• First, adults need to know why they must learn something before they learn it. They
need to know how the learning will be conducted, what learning will occur, and why it is
important. They also need to know how the learning will benefit them and what the
consequences will be.
• Second, adults have a self concept of themselves that they are responsible for their own
life decisions. As a result, they prefer to be treated in a way that acknowledges their self
concept for self direction and self directed learning.
• Third, adults have acquired a great deal of experience in their lives and they differ from
children and youth in terms of both the quantity and quality of experiences. These
experiences can have both positive and negative implications for learning. That is, while
they can be a rich source for learning they can also result in habits and biases that can
hinder one's willingness to learn new things.
• Fourth, adults are ready to learn when there are things they need to know to improve
and manage aspects of their life or to perform a task.
• Fifth, while children and youth's orientation to learning is subject oriented, adults'
Motivation
Motivation refers to the degree of persistent effort that one directs
toward a goal.

Motivation has to do with effort, or how hard one works; persistence,

or the extent to which one keeps at a task; and direction, or the extent
to which one applies effort and persistence toward a meaningful goal.
Goal-setting Theory

Goal- A goal is the object or aim of an action.

First, goals must be specific in terms of their level and time frame.
General goals that lack specificity tend not to be motivational. Second,
goals must be challenging to be motivational. Goals should not be so
easy that they require little effort to achieve, and they should not be so
difficult that they are impossible to reach. Third, goals must be
accompanied by feedback so that it is possible to know how well one is
doing and how close one is to goal accomplishment. Finally, for goals to
be motivational, people must accept them and be committed to them.
Proximal and Distant Goals
A distal goal is a long-term or end goal, such as achieving a certain level
of sales performance.
A proximal goal is a short-term goal or sub-goal that is instrumental for
achieving a distal goal. Proximal goals involve breaking down a distal goal
into smaller, more attainable sub-goals.
Proximal goals provide clear markers of progress toward a distal goal
because they result in more frequent feedback. As a result, individuals
can evaluate their ongoing performance and identify appropriate
strategies for the attainment of a distal goal. Distal goals are too far
removed to provide markers of one's progress, making it difficult for
individuals to know how they are doing and to adjust their strategies
 Goal
Orientation
 Training
motivation