Chapter Learning: Theories and Program Design McGraw-Hill/Irwin Copyright © 2010 by the McGraw-Hill Companies, Inc All rights reserved 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 4-2 Table 4.1 – Learning Outcomes 4-3 Learning Theories Reinforcement Theory Social Learning Theory Goal Theories Need Theories Expectancy Theory Information Processing Theory Adult Learning Theory 4-4 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 4-5 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 4-6 Table 4.2 - Schedules of Reinforcement 4-7 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 4-8 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 4-9 Learning Theories (cont.) Social learning theory Learning is also influenced by a person’s selfefficacy, which is a person’s judgment about whether he or she can successfully learn knowledge and skills A person’s self-efficacy can be increased using several methods: verbal persuasion, logical verification, observation of others (modeling), and past accomplishments 4-10 Table 4.6 - Features of Good Instruction That Facilitate Learning 4-30 Table 4.8 - Characteristics of Good Training Objectives 4-31 The Learning Process (cont.) Metacognition - individual control over one’s 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 4-32 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 4-33 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 4-34 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 4-35 Table 4.11 - Internal and External Conditions Necessary for Learning Outcomes 4-36 Table 4.12 - Details to Consider When Evaluating a Training Room 4-37 Figure 4.4 - Examples of Seating Arrangements 4-38 Table 4.13 - Matching Training Rooms With Learning Requirements 4-39 Table 4.14 - Examples of how to get Trainees Involved 4-40 Table 4.15 - Design Document Template 4-41 Table 4.17 - Sample of a Detailed Lesson Plan 4-42 Table 4.18 - Features of an Effective Lesson Plan 4-43 Table 4.19 - Sample Lesson Overview 4-44 ... in the development of training lesson plans 4-13 Learning Theories (cont.) Goal theories Goal orientation - the goals held by a trainee in a learning situation It includes learning and performance... Maslow’s and Alderfer’s need theories focused on physiological needs, relatedness needs, and growth needs 4-16 Learning Theories (cont.) Need theories The major difference between Alderfer’s and. .. higher-level needs are not satisfied, employees will refocus on lower-level needs McClelland’s need theory focused primarily on needs for achievement, affiliation, and power 4-17 Learning Theories