Description
Describing on learning principles, learning outcomes, Baldwin & Ford’s Transfer of Training Model, Cognitive Resource Allocation Theory , Kolb’s Learning Style Inventory, Kolb’s Learning Styles.
Learning and HRD
1
Learning
• Focus is upon change • Change must be long-lasting • The focus of learning can be cognitive, behavioral, or affective • Results from the individual’s interaction with the learning environment
2
Learning Outcomes
Outcomes can be: • Cognitive (Knowledge) • Psychomotor (Skill- or behavior-based) • Affective (Attitude)
3
Basic Learning Principles
• Contiguity – things taught together become associated with each other • Law of Effect – a behavior followed by pleasurable experience is likely to be repeated • Practice – repetition increases association and knowledge
4
Limitations in the Foregoing
• Based on strictly controlled tests (“lab studies”)
• Practice doesn’t always make perfect
5
Improved Training Design
• Task Analysis • Component Task Achievement • Task Sequencing
6
Task Analysis
• Break each task down into a series of distinct component tasks • Keep breaking tasks down to the simplest level possible • Remember keep it simple & short
7
Component Task Achievement
• Each task must be completed fully before the entire task may be performed correctly • You have to specify what is to be done, under what conditions, and how it is to be evaluated
8
Task Sequencing
• Each component task should be arranged in the proper sequence • Some are serial tasks • Some can be done in parallel
9
Instructional Psychology
• What must be done before learning can take place • Describe the learning goal to be achieved • Analyze the initial state of the learner
• Identify the conditions allowing the learner to gain competence
• Assess and monitor the learning process
10
Maximizing Learning (Training)
• Trainee Characteristics • Training Design • Transfer of Training
11
Trainee Characteristics
• Trainability –
– Motivation – Ability – Perception of the work environment
• Personality and attitudes
12
Training Design Issues
• Conditions of practice
• Retention of what is learned
13
Conditions of Practice
• Active practice
• Spaced versus massed practice • Whole versus part learning • Overlearning • Knowledge of results (feedback)
• Task sequencing
14
Retention of What is Learned
• Meaningfulness of the material • Degree of original learning • Interference
– Knowledge before training – Changes after training
15
Transfer of Training
• Does training make it to the job? • Positive transfer –
– Job performance improves after training
• Zero transfer –
– No measurable changes
• Negative transfer –
– Performance becomes worse after training
16
Other Types of Transfer
• Near Transfer
– Ability to directly apply back to the job
• Far Transfer
– Expanding upon or using in new and creative ways
17
Baldwin & Ford’s Transfer of Training Model
By Permission: Baldwin & Ford, 1988
18
Maximizing Transfer
• Identical elements • Physical fidelity • Psychological fidelity
19
Identical Elements
• The closer the training is to the job, the easier it is to achieve transfer • Direct relationship to the job • Example: Customer service and angry customers • Role playing, business games, etc.
20
Physical Fidelity
• Same physically • Same procedurally • Example: Flight and submarine simulators
21
Psychological Fidelity
• Trainee experiences same stresses and conditions as he/she is being trained for • Example: MS Flight Simulator
22
Support in Work Environment
• Transfer of training into workplace is supported • A continuous learning environment • Supervisors support and help develop training • Training leads to promotion/better pay • Trainee has opportunity to perform
23
Individual Differences
• Rate of Progress
– Learning charts/curves
• Chart learning proficiency against time
– Measure proficiency with standardized tests
• Charts show plateaus in learning as well as progress
24
Some Learning Curves
25
Cognitive Resource Allocation Theory (How Brain is Used)
• How well you pay attention determines how much you learn. • How well you pay attention determines how well you perform. • The greater your intelligence, the more you pay attention. • If you’re motivated, you pay attention.
26
Three Phases of Learning a Skill
• Declarative knowledge
– Forming a mental picture of the task
• Knowledge compilation
– Integrating knowledge and motor skills
• Procedural knowledge
– Ability to perform task automatically, paying little attention to it
27
Andragogy (M. Knowles)
• Adults are self-directed • Adults already have knowledge and experience • Adults are ready to learn relevant tasks • Adults are motivated to learn • Adults expect to apply learning immediately
28
How to Assess Trainee Differences
• Instrumentality
– Does trainee think training is applicable?
• Skepticism
– Degree trainee questions and demands facts.
• Resistance to Change
– How well is change accepted?
29
How to Assess Trainee Differences – 2
• Attention Span
– How long can trainee focus on the lesson?
• Expectation Level
– What does trainee expect from the trainer/training?
• Dominant Needs
– What drives/motivates the trainee?
30
How to Assess Trainee Differences – 3
• Absorption Level
– How fast is new information accepted?
• Topical Interest
– How interested is trainee in topic?
• Self-Confidence
– Degree of independence and self-regard
• Locus of Control
– Can trainee implement training on job?
31
Gerontology
• Working with older people • Older people can and do develop • Older people should not be excluded from training • Training must be geared for adults, not children • Organizations must reward training • Look at overall career patterns
32
Learning Styles
• Lots of research in this area • Many different tests are available to measure:
– Learning ability – Individual learning preferences
• It’s NOT all psychobabble!
33
Kolb’s Learning Style Inventory
• Among most popular tests used • Proposes four modes of learning:
– Concrete Experience (CE) – Abstract Conceptualization (AC) – Reflective Observation (RO)
– Active Experimentation (AE)
34
Kolb’s Learning Styles
• Convergent
– Thinking and Doing
• Divergent
– Feeling and Watching
• Assimilation
– Thinking and Watching
• Accommodative
– Feeling and Doing
35
Kolb’s Learning Styles
CE Accommodative Divergent
AE
Convergent AC
RO
Assimilation
36
Five Learning Strategies
• • • • • Rehearsal strategies Elaboration strategies Organizational strategies Comprehension monitoring strategies Affective strategies
37
Another Strategy
• • • • Identify assumptions Test assumption validity Generate and test alternatives Decrease likelihood of errors
38
Perceptual Preferences
• Print
– Reading and writing
• Visual
– Graphs, charts, pictures
• Aural
– Listening
• Interactive
– Discussing, asking questions
39
Perceptual Preferences – 2
• Tactile/manipulative
– Hands-on, touching
• Kinesthetic/psychomotor
– Role playing, physical activity
• Olfactory
– Smell, taste
40
Actual Preferences
• • • • Adults – generally prefer visual Females – all sources Males – selected sources Young Adults – interactive, visual
• CONCLUSION: Tailor your method to your audience.
41
Expert Performance
Definition: • Consistently superior performance on a specified set of representative tasks for a domain
42
Gagne’s Theory of Instruction
• • • • • Verbal information Intellectual skills Cognitive strategies Motor skills Attitudes
ALL ARE LEARNED IN DIFFERENT WAYS!
43
Instructional Events
1. 2. 3. 4. 5. 6. 7. 8. 9. Gain attention. State the learning objective. Stimulate recall of earlier lessons. Present new material. Provide learning guidance. Have student perform. Provide feedback. Assess performance. Enhance retention and training transfer.
44
doc_432795601.pptx
Describing on learning principles, learning outcomes, Baldwin & Ford’s Transfer of Training Model, Cognitive Resource Allocation Theory , Kolb’s Learning Style Inventory, Kolb’s Learning Styles.
Learning and HRD
1
Learning
• Focus is upon change • Change must be long-lasting • The focus of learning can be cognitive, behavioral, or affective • Results from the individual’s interaction with the learning environment
2
Learning Outcomes
Outcomes can be: • Cognitive (Knowledge) • Psychomotor (Skill- or behavior-based) • Affective (Attitude)
3
Basic Learning Principles
• Contiguity – things taught together become associated with each other • Law of Effect – a behavior followed by pleasurable experience is likely to be repeated • Practice – repetition increases association and knowledge
4
Limitations in the Foregoing
• Based on strictly controlled tests (“lab studies”)
• Practice doesn’t always make perfect
5
Improved Training Design
• Task Analysis • Component Task Achievement • Task Sequencing
6
Task Analysis
• Break each task down into a series of distinct component tasks • Keep breaking tasks down to the simplest level possible • Remember keep it simple & short
7
Component Task Achievement
• Each task must be completed fully before the entire task may be performed correctly • You have to specify what is to be done, under what conditions, and how it is to be evaluated
8
Task Sequencing
• Each component task should be arranged in the proper sequence • Some are serial tasks • Some can be done in parallel
9
Instructional Psychology
• What must be done before learning can take place • Describe the learning goal to be achieved • Analyze the initial state of the learner
• Identify the conditions allowing the learner to gain competence
• Assess and monitor the learning process
10
Maximizing Learning (Training)
• Trainee Characteristics • Training Design • Transfer of Training
11
Trainee Characteristics
• Trainability –
– Motivation – Ability – Perception of the work environment
• Personality and attitudes
12
Training Design Issues
• Conditions of practice
• Retention of what is learned
13
Conditions of Practice
• Active practice
• Spaced versus massed practice • Whole versus part learning • Overlearning • Knowledge of results (feedback)
• Task sequencing
14
Retention of What is Learned
• Meaningfulness of the material • Degree of original learning • Interference
– Knowledge before training – Changes after training
15
Transfer of Training
• Does training make it to the job? • Positive transfer –
– Job performance improves after training
• Zero transfer –
– No measurable changes
• Negative transfer –
– Performance becomes worse after training
16
Other Types of Transfer
• Near Transfer
– Ability to directly apply back to the job
• Far Transfer
– Expanding upon or using in new and creative ways
17
Baldwin & Ford’s Transfer of Training Model
By Permission: Baldwin & Ford, 1988
18
Maximizing Transfer
• Identical elements • Physical fidelity • Psychological fidelity
19
Identical Elements
• The closer the training is to the job, the easier it is to achieve transfer • Direct relationship to the job • Example: Customer service and angry customers • Role playing, business games, etc.
20
Physical Fidelity
• Same physically • Same procedurally • Example: Flight and submarine simulators
21
Psychological Fidelity
• Trainee experiences same stresses and conditions as he/she is being trained for • Example: MS Flight Simulator
22
Support in Work Environment
• Transfer of training into workplace is supported • A continuous learning environment • Supervisors support and help develop training • Training leads to promotion/better pay • Trainee has opportunity to perform
23
Individual Differences
• Rate of Progress
– Learning charts/curves
• Chart learning proficiency against time
– Measure proficiency with standardized tests
• Charts show plateaus in learning as well as progress
24
Some Learning Curves
25
Cognitive Resource Allocation Theory (How Brain is Used)
• How well you pay attention determines how much you learn. • How well you pay attention determines how well you perform. • The greater your intelligence, the more you pay attention. • If you’re motivated, you pay attention.
26
Three Phases of Learning a Skill
• Declarative knowledge
– Forming a mental picture of the task
• Knowledge compilation
– Integrating knowledge and motor skills
• Procedural knowledge
– Ability to perform task automatically, paying little attention to it
27
Andragogy (M. Knowles)
• Adults are self-directed • Adults already have knowledge and experience • Adults are ready to learn relevant tasks • Adults are motivated to learn • Adults expect to apply learning immediately
28
How to Assess Trainee Differences
• Instrumentality
– Does trainee think training is applicable?
• Skepticism
– Degree trainee questions and demands facts.
• Resistance to Change
– How well is change accepted?
29
How to Assess Trainee Differences – 2
• Attention Span
– How long can trainee focus on the lesson?
• Expectation Level
– What does trainee expect from the trainer/training?
• Dominant Needs
– What drives/motivates the trainee?
30
How to Assess Trainee Differences – 3
• Absorption Level
– How fast is new information accepted?
• Topical Interest
– How interested is trainee in topic?
• Self-Confidence
– Degree of independence and self-regard
• Locus of Control
– Can trainee implement training on job?
31
Gerontology
• Working with older people • Older people can and do develop • Older people should not be excluded from training • Training must be geared for adults, not children • Organizations must reward training • Look at overall career patterns
32
Learning Styles
• Lots of research in this area • Many different tests are available to measure:
– Learning ability – Individual learning preferences
• It’s NOT all psychobabble!
33
Kolb’s Learning Style Inventory
• Among most popular tests used • Proposes four modes of learning:
– Concrete Experience (CE) – Abstract Conceptualization (AC) – Reflective Observation (RO)
– Active Experimentation (AE)
34
Kolb’s Learning Styles
• Convergent
– Thinking and Doing
• Divergent
– Feeling and Watching
• Assimilation
– Thinking and Watching
• Accommodative
– Feeling and Doing
35
Kolb’s Learning Styles
CE Accommodative Divergent
AE
Convergent AC
RO
Assimilation
36
Five Learning Strategies
• • • • • Rehearsal strategies Elaboration strategies Organizational strategies Comprehension monitoring strategies Affective strategies
37
Another Strategy
• • • • Identify assumptions Test assumption validity Generate and test alternatives Decrease likelihood of errors
38
Perceptual Preferences
– Reading and writing
• Visual
– Graphs, charts, pictures
• Aural
– Listening
• Interactive
– Discussing, asking questions
39
Perceptual Preferences – 2
• Tactile/manipulative
– Hands-on, touching
• Kinesthetic/psychomotor
– Role playing, physical activity
• Olfactory
– Smell, taste
40
Actual Preferences
• • • • Adults – generally prefer visual Females – all sources Males – selected sources Young Adults – interactive, visual
• CONCLUSION: Tailor your method to your audience.
41
Expert Performance
Definition: • Consistently superior performance on a specified set of representative tasks for a domain
42
Gagne’s Theory of Instruction
• • • • • Verbal information Intellectual skills Cognitive strategies Motor skills Attitudes
ALL ARE LEARNED IN DIFFERENT WAYS!
43
Instructional Events
1. 2. 3. 4. 5. 6. 7. 8. 9. Gain attention. State the learning objective. Stimulate recall of earlier lessons. Present new material. Provide learning guidance. Have student perform. Provide feedback. Assess performance. Enhance retention and training transfer.
44
doc_432795601.pptx