Chapter 4 Learning & Transfer of Training

open skills

Linked to more general learning principles (e.g., customer service skills)

self-efficacy can be increased by: verbal persuasion

Offering words of encouragement to convince others that they can learn.

external conditions

Processes in the learning environment that facilitate learning.

motivational processes

Reinforced behaviors

retention

Remember the behaviors or skills that they observe.

lapses

Situation in which a trainee uses previously learned, less effective capabilities instead of trying to apply capabilities emphasized in a training program.

(LO) cognitive strategies

Strategies that regulate the learning processes; they relate to the learner's decision regarding what information to attend to, how to remember, and how to solve problems.

stimulus generalization approach

Suggest that transfer training occurs when training emphasizes the most important features of a task or general principles that can be used to complete a task or solve a problem. Identify the range of work situations in which the general principles can be applied.

perception

The ability to organize a message from the environment so that it can be processed and acted upon.

semantic encoding

The actual coding process of incoming memory.

fidelity

The extent to which a training environment is similar to a work environment.

gratifying

The feedback that a learner receives from using learning content.

retrieval

The identification of learned material in longterm memory and use of it to influence performance.

learner-content interaction

The learner interacts with the training content such as reading text on the web or in books, listening to multimedia modules and in activities that require the manipulation of tools or objects such as writing and completing case studies. Requires mastering a task that has completed alone. Learned process of studying information and acting on it.

training context

The physical, intellectual, and emotional environment in which training occurs.

maintenance

The process of continuing to use newly acquired capabilities over time.

working storage

The rehearsal and repetition of information, allowing it to be coded for memory.

Reinforcement Theory: Negative Reinforcement

The removal of an unpleasant outcome.

Transfer of training theory: 3 principles

The theory of identical elements, the stimulus generalization approach, and the cognitive theory of transfer

valence

The value that a person places on an outcome.

cognitive theory of transfer

Theory asserting that the likelihood of transfer depends on the trainee's ability to retrieve learned capabilities.

social learning theory

Theory emphasizing that people learn by observing other persons (models) who they believe are credible and knowledgeable.

transfer of training

Trainees effectively and continually applying what they have learned in training to their jobs

practice

An employee's demonstration of a learned capability; the physical or mental rehearsal of a task, knowledge, or skill to achieve proficiency in performing the task or skill or demonstrating the knowledge.

self-efficacy can be increased by: modeling

Having employees who have mastered the desired learning outcomes demonstrate them for trainees.

Need Theories

Help explain the value that a person places and certain outcomes

instrumentality

In expectancy theory, a belief that performing a given behavior is associated with a particular outcome.

feedback

Information about how well people are meeting the training objectives. Feedback should focus on specific behaviors and be provided as soon as possible after the trainee performs a behavior.

motor reproduction

Trying out observe behaviors to see if they result in the same reinforcement of the model received.

Interenal events for IPT

are needed to capture, store, retrieve and respond to messages

Processes of Learning

include...Expectancy, perception, working storage, somatic encoding, long-term storage, retrieval, generalization, and gratifying.

generalization

A trainee's ability to apply learned capabilities to on-the-job work problems and situations that are similar but not identical to problems and situations encountered in the learning environment.

goal orientation

A trainee's goals in a learning situation. (motivation to learn)

generalizing

Adapting learning for use in similar but not identical situations.

Malcom Knowles model- ALT

Adults have a 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 a learning experience with a problem centered approach to learning adults are more motivated to learn by both extrinsic and intrinsic motivators

Expectancy Theory

A persons behavior is based on three factors: expectancy, instrumentality, and balance

social learning theory: self-efficacy

A persons judgment about whether he or she can successfully learned knowledge and skills

Reinforcement Theory: Positive Reinforcement

A pleasurable outcome resulting from a behavior

key behaviors

A set of behaviors that is necessary to complete a task. Important part of behavior modeling training.

Training objective has three components:

A statement of what the employees expected to do (performance or outcome) A statement of a quality or level performance that is acceptable (criterion). A statement of the conditions under which the trainee is expected to perform the desired outcome (conditions).(outcomes and objectives pg.178)

goal setting theory

A theory assuming that behavior results from a person's conscious goals and intentions. Goals influence a persons behavior by directing energy and attention, sustaining effort overtime, and motivating the person to develop strategies for goal attainment.

Adult Learning Theory

A theory concerning the adult learning process, which advocates an experience-based, problem-centered, participative and collaborative training method. Also called andragogy.

theory of identical elements

A theory that transfer of learning occurs when what is learned in training is identical to what the trainee has to perform on the job. ex. simulations

near transfer

A trainee's ability to apply learned capabilities exactly to the work situation.

learner-learner interaction

Discussion between learners with or without an instructor. Requires mastering a task that is completed in a groups. Learners gain new knowledge or validate their understanding by discussing content with peers.

learner-instructor interaction

Discussion between the learner and the expert (trainer). Best for in-depth topic exploration into develop strengths in critical analysis and thinking. Discussion may be limited in large amounts of material need to be presented in a short timespan.

Learning styles

Diverger, assimilator, converger, accommodator (pg 177)

overlearning

Employees' continuing to practice even if they have been able to perform the objective several times. It helps the trainee become more comfortable using new knowledge and skills and increases the length of time the train he will retain the knowledge, skill, or behavior.

Learning as a dynamic cycle (4 stages ex.)

First a trainee encounters a concrete experience (work problem) this is followed by thinking (reflective observation) about the problem, which leads to generation of ideas of how to solve the problem (abstract conceptualization) and finally to implementation of the ideas directly to the problem (active experimentation).

Need Theories; McClelland

Focus' primarily on needs for achievement, affiliation, and power. Needs can be learned. The need for achievement relates to a concern for attaining in maintaining self-set standards of excellence.

step 2..self-regulation

Leader's involvement with the training material and assessing their progress toward learning.

learning orientation

Learners who try to increase their ability or competence in a task. Believe that training success is defined as showing improvement and making progress, prefer a trainer who are more interested in how trainees are learning than how they are performing, in view errors and mistakes as part of the learning process.

objective

Please need to know and understand the objective of the training program. The purpose and expected outcome of training activities. There can be objectives for each training session as well as overall objectives for the program.

Reinforcement Theory: Punishment

Presenting an unpleasant outcome after a behavior, leading to a decrease in that behavior

internal conditions

Processes within the learner that must be present for learning to occur.

Boosters

Referred to the retrieval opportunities that can help the learners brain consider training information as important and help retain it. e.x multiple choice or short answer quizzes

instruction

The characteristics of the environment in which learning is to occur.

mental requirements

The degree to which a person must use or demonstrate mental skills or cognitive skills or abilities to perform a task.

physical requirements

The degree to which a person must use or demonstrate physical skills and abilities to perform and complete a task.

overall task complexity

The degree to which a task requires a number of distinct behaviors, the number of choices involved in performing the task, and the degree of uncertainty in performing the task.

reinforcement theory

Theory emphasizing that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors. Suggest that for learners to acquire knowledge, change behavior, or modify skills, the trainer needs to identify what outcomes the learner finds most positive and or negative.

Micro-learning

Train delivered in small pieces or chunks designed to engage trainees, motivate them to learn, and facilitate retention. Delivered using videos, self paced e-learning, or visuals, such as PowerPoint slides or infographics. Quizzes, learners responding to scenarios, simulations, hands-on activities, or games tend to be used in micro learning.

far transfer

Trainees' ability to apply learned capabilities to the work environment even though it is not identical to the training session environment.

climate for transfer

Trainees' perceptions about a wide variety of characteristics of the work environment; these perceptions facilitate or inhibit use of trained skills or behavior.

whole practice

Training approach in which all tasks or objectives are practiced at the same time.

part practice

Training approach in which each objective or task is practiced individually as soon as it is introduced in a training program.

spaced practice

Training approach in which trainees are given rest intervals within the practice session.

massed practice

Training approach in which trainees practice a task continuously without rest.

error management training

Training in which trainees are given opportunities to make errors, which can aid in learning and improve trainees' performance on the job.

closed skills

Training objectives that are linked to learning specific skills that are to be identically produced by the trainee on their job.

self-efficacy can be increased by: past accomplishments

allowing employees to build a history of successful accomplishments.

one trial learning

long term memory is enchanced passed one-trial learning. It refers to the first time trainees correctly demonstrate a behavior or scale or correctly recall knowledge. It is often assumed that they have learned behavior, knowledge, or skill at this point but this is not always true.

learning

relatively permanent change in human capabilities that can include knowledge, skills, behaviors, attitudes, and competencies that are not the result of growth process. A key part of learning is that trainees commit to memory or they've learned and recall it.

andragogy

theory of adult learning or art and science of teaching adults

step 2...metacognition

A learning strategy whereby trainees direct their attention to their own learning process.

expectancy

Belief about the link between trying to perform a behavior (or effort) and actually performing well; the mental state that the learner brings to the instructional process.

(LO) attitude

Combination of beliefs and feelings that predispose a person to behave in a certain way. Include cognitive component (beliefs), and effective component (feeling), and an intentional component (the way a person intends to behave with regard to the focus of the attitude).

transfer of training includes two things

Generalization and maintenance

Reflection

Involves having trainees spend a short amount of time so just 30 minutes, or viewing and writing about what they learned and how they performed

Transfer of training theory

More likely to occur when the trainee works on tasks during training that are very similar, if not identical, to the work environment. (near transfer) More difficult when the tasks during training or different from the work environment (far transfer)

(LO:Learning Outcomes) verbal information

Names or labels, facts, and bodies of knowledge.

Reinforcement Theory: Extinction

Withdrawing positive or negative reinforcers to eliminate a behavior

how to commit training content to memory

-Help them understand how they learn -emphasize important points and eliminate irrelevant content -use a concept map to show relationships among ideas -teach keywords; provide a procedure, sequence, or visual image -encourage trainees to take notes and engage in reflection -have trainees engage an overlearning -Provide rest breaks during training -use quizzes or boosters -break courses into small chunks of learning using modules or micro learning -have trainees complete pre-training work

Need Theories; Maslow and Alderfer

-Maslow's and Alderfer's Focus on psychological needs, related this needs (need to interact with other persons), and grow needs (self-esteem and self actualization.) -Believe that persons begin by trying to satisfy needs at the lowest level and then progress up the hierarchy as lower level needs are satisfied. -Maslow VS Alderfer: Maslow's needs hierarchy and Alderfer allows a possibility that if higher level needs are not satisfied, employees may refocus on lower level needs

external events for IPT

1. Changes in the intensity of frequency of the stimulus that affect attention 2. informing the learner of the objectives to establish an expectation 3. enhancing perceptual features of the material, drawing attention of the learning to certain features 4. verbal instructions, pictures, diagrams, and maps suggesting ways to code the training content so that it can be stored in memory. 5. Meaningful learning context creating cues that facilitate coding 6. Demonstration or verbal instructions helping to organize the learners response, as well as facilitating the selection of the correct response.

training administration involves

1. Communicating courses and programs to employees 2. Enrolling employees in courses and programs. 3. Preparing and processing any pertaining materials, such as readings or tests 4. Preparing materials that will be used in the instruction. 5. Arranging for the training facility and room 6. Testing equipment that will be used in instruction 7. Having back up equipment, if equipment fails. 8. Providing support during instruction 9. Distributing evaluation materials such as tests in surveys 10. Facilitating communication between the trainer and trainees during and after training 11. Recording course completion in the trainees' training records or personnel files

Self-management involves:

1. Determine the degree of support and negative consequences in the work setting for using newly acquired capabilities. 2. Setting goals for using learned capabilities 3. Applying learned capabilities to the job. 4. Monitoring use of learned capabilities on the job 5. Engaging in self reinforcement

social learning theory believes learning comes from

1. Directly experiencing the consequences of using that behavior or skill 2. The process of observing others and seeing the consequences of the behavior

Steps trainers can take within the training course prior to practice, to enhance the trainees motivation to learn and facilitate retention.

1. Provide information about the process or strategy that will result in the greatest learning. 2. Encourage trainees to develop a strategy to reflect on their own learning process (Metacognition and self-regulation) 3. Provide advance organizers. 4. Help trainees set challenging mastery or learning goals 5. But realistic expectations for trainees by communicating what will occur in training. 6. When training employees in teams, communicate performance expectations and clarify the rules and responsibilities of team members.

these conditions must be present for learning to occur

1. providing opportunities for trainees to practice and receive feedback. 2. Offering meaningful training content 3. Identifying any prerequisites the trainees need to complete the program successfully 4. Allowing trainees to learn through observation and experience 5. ensuring that the work environment, including managers and peers, supports learning and the use of learned skills on a job

need

A deficiency that a person is experiencing at any point in time.

community of practice (COP)

A group of employees who work together, learn from each other, and develop a common understanding of how to get work accomplished. Occur face-to-face or over electronic interaction. COPs also take the form of social networks, discussion boards, list servers, other forms of computer mediated communication.

performance orientation

A learner's focus on task performance and how the learner compares to others. Define success as high performance relative to others, value high ability more than learning, and find the errors and mistakes cause anxiety and want to avoid them

rehearsal

A learning strategy focusing on learning through repetition (memorization).

elaboration

A learning strategy requiring the trainee to relate the training material to other more familiar knowledge, skills, or behavior.

organizing

A learning strategy that requires the learner to find similarities and themes in the training materials.

Four processes involved in social learning

Attention, retention, motor reproduction, and motivational processes

summary

Capabilities that can be learned=verbal information, intellectual skills, motor skills, attitudes, and cognitive strategies. Theories of learning= reinforcement theory, social learning theory, goalsetting theory, need theory, expectancy theory, adult learning theory, and informational processing theory. 3 transfer of training theories=identical elements, stimulus generalization, and cognitive theory Important design elements= providing language with understanding of why they should learn, meaningful contact, practice opportunities, feedback, opportunities for interaction, and coordinated program.

(LO) intellectual skills

Concepts and rules, which are critical to solve problems, serve customers, and create products.

Learning as a dynamic cycle (4 stages)

Concrete experience, reflective observation, abstract conceptualization, and active experimentation.

training administration

Coordination of activities before, during, and after a training program.

(LO) motor skills

Coordination of physical movements.

effective practice conditions

For practice to be relevant to the training objective conditions must be met. Practice must involve the actions emphasized in the training objectives, be completed under the conditions specified in the training objectives. Practice must be as realistic as possible. Practice must of all the actions emphasize in the training objectives and completed under those conditions. The trainer needs to consider the adequacy of the trainees performance how about trainees know where their performance meets the standards. The trainer must decide where the trainees will be able to understand what is wrong and how to fix it if the performance does not meet standards.

information processing theory

Give more emphasis to the internal processes that occur when training content is learned and retained. Propose the information or messages taken in by the learner undergo several transformations in the human brain. (note book pg 170)

step 3...advance organizers

Outlines, texts, diagrams, and graphs that help trainees organize information that will be presented and practiced.

automatization

Overlearning helps autonomize a task.... Automatization is making performance of a task, recall of knowledge, or demonstration of a skill so automatic that it requires little thought or attention. Reduce memory demands

self-efficacy can be increased by: logical verification

Perceiving a relationship between a new task and a task already mastered.

self-management

Person's attempt to control certain aspects of his or her decision making and behavior.

Attention

Persons cannot learn by observing unless they are aware of the important aspects of a models performance. Is influenced by characteristics of the model in the learner.