learning & prog. design

8/8/2019 Learning & Prog. Design

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Learning Theory and

Program Design Learning Theories/Adult Learning

Learning Styles Program Design

Learning Objectives


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Learning If we cant observe learning, how do we

know it has occurred?

Infer learning by observing a behavioralchange or development

Examine cognitions - changes in the

way people process information andrespond to information, think, problemsolve


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Learning The change can be attitudes or feelings

(Affective domain)

The change can be in physical actions(psychomotor domain)

When designing training someknowledge of learning theory/whatmotivates people is useful!


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Reinforcement Theory Emphasizes that people are motivated

to perform or avoid certain behaviorsbecause of past outcomes that haveresulted from those behaviors.

Positive reinforcement

Negative Reinforcement Extinction

Punishment


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Reinforcement Theory(continued)

From a training perspective, it suggests thatfor learners to acquire knowledge, change

behavior, or modify skills, the trainer needs toidentify what outcomes the learner finds mostpositive and negative.

Trainers then need to positively reinforcetrainees for doing the things (behaviors) thatlead to the outcomes they value.


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Social Learning Theory Emphasizes that people learn by observing

other persons (models) whom they believe

are credible and knowledgeable.

Self-efficacy ones belief in their ability toperform a given task

When others gain rewards for doing aspecific behavior or action, you assume ifyou do it, you will be rewarded too.


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Goal Theories

Goal setting theoryGoal setting theoryassumes behavior resultsfrom a persons conscious goals and intentions.

Goals influence behavior by directing energyand attention, sustaining effort over time, andmotivating the person to develop strategies forgoal attainment.

Research suggests that specific challenginggoals have been shown to lead to highperformance only if people are committed tothe goal.


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Goal Theories (continued)

It suggests that learning can be facilitatedby providing trainees with specificchallenging goals and objectives.

The influence of goal setting theory can be

seen in the development of training lessonplans, objectives, course & programoutcomes etc.


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Need Theories Need theories help explain the value that a

person places on certain outcomes.

Need theories suggest that to motivatelearning: 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 oreven attend training.


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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 betterjob performance, a salary increase, or peerrecognition (instrumentality)

Employees value these outcomes


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Expectancy Theory of

Motivation

X X = Effort

ExpectancyExpectancy InstrumentalityInstrumentality ValanceValance

Effort Performance Performance Outcome Value of Outcome

Does Trainee Have Ability

to Learn?

Does Trainee Believe HeCan Learn?

Does Trainee Believe

Training Outcomes

Promised Will BeDelivered?

Are Outcomes Related to

Training Valued?


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Expectancy Discuss goals of the training program or

session

Design training for incrementalsuccesses

Make it clear what completion of thetraining will do for the person


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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 intrinsicmotivators.


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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


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Learning Styles or Preferred

Approach to Learning Single Style

An individual can use a style selectedfrom any number of possibilities

Everyone has many differentcombinations of learning styles


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Other Common Learning

Styles Listening & Reading

Observing & Imitating Doing


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Learning Styles ContVisual Write out most things, visualize

in your head, use charts, maps, videos,

flash cardsAuditory Talk to others, read and then

recite it aloud, taped lectures

Tactile write what is to be learnedseveral times, take good notes, makestudy sheets, associate with real things


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Training administration

involves: (1 of 2) Communicating courses and programs to

employees

Enrolling employees in courses and programs

Preparing and processing any pre-trainingmaterials 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


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Training administration

involves: (2 of 2)

Having backup equipment shouldequipment fail

Providing support during instruction

Distributing evaluation materials

Facilitating communications betweentrainer and trainees during and aftertraining

Recording course completion in the

trainees records or personnel files


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Seating Arrangements What type of interactions are required

between trainer and trainees?

Traditional classroom seating for lectureand audiovisual presentation

Fan-type seating allows everyone to

communicate, can easily switch fromlistening to a presentation to working ingroups/teamwork


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Seating Arrangements Horseshoe seating allows for various

presentations and total group

interaction. Trainees can all see eachother

Conference seating for group discussionand limited presentation

http://www.nwlink.com/~donclark/hrd/seating.html


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Program Design coordinating &designing specific lessons


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Course Parameters Title

Target audience Statement of purpose

Goals of the course

Location Time

Instructors name


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Detailed Lesson Plan (Noe

page 157) Lesson plans are usually prepared for

each day of training

Title, length, learning objectives, targetaudience, instructor, materials andequipment, evaluation and

assignments, outline of what you wantto do for a specified time segment


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Training Objectives

Employees learn best when theyunderstand the objective of the trainingprogram

The objectiveobjective refers to to the purposeand expected outcome of trainingactivities

Objectives are useful for identifying thetypes of training outcomes that shouldbe measured to evaluate a trainingprograms effectiveness


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Types of Training Objectives can match

the types of evaluations you intend to do

Trainee Reaction Objectives

Learning Objectives

Transfer of Training Objectives orBehavioral Change

Organizational Outcome Objectives


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Hierarchy of Objectives Training Program Outcomes broad statements of

purpose. Usually measured by results such asincreased 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)


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A training or learning objectivehas three components:

1. A statement of what the employee is expected todo (performance or desired behavior)

2. A statement of the quality or level of performancethat is acceptable (standard/criterion)

3. A statement of the conditions under which thetrainee is expected to perform the desired outcome(conditions) Where, when or what is needed?

4. Research suggests a time frame for completion mayalso be included


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Example Given a diagram of machine tool X, the

trainee/learner will be able to describe

all safety features with 100 percentaccuracy.

After training, the employee will be able

to operate a cash register by using thetouch method maintaining a 99%accuracy rate.


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Blooms Taxonomy Cognitive

Domain Measurable learning objectives can be

developed by using one or more verbs

that are appropriate to a specific levelof learning in the cognitive domain.


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Blooms Taxonomy Knowledge: identify, list, tell, define,

arrange

Comprehension: describe, explain,summarize, translate, review

Application: construct, demonstrate,

solve, apply, illustrateAnalysis: analyze, generalize, organize,

diagram, test


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Blooms Taxonomy Synthesis: compile, create, design,

arrange, collect, assemble

Evaluation: appraise, compare,contrast, argue


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Practice Re-Writing LearningObjectives

At the end of the training, learners will be ableto:

Apply theories of motivation to differentsituations

Recognize and identify different personalities

and know how to motivate them Understand what is necessary to have an

effective team

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