Learning and Transfer of Training

Content Perspective: ERG

-Existence needs - the needs for physical well-being -Relatedness needs - the needs for satisfactory relationships with others -Growth needs - the needs that focus on the development of human potential and the desire for personal growth

Training Evaluation Process: Kirkpatrick's Framework

Reactions: how someone felt about a training Learning: did the person learn what you intended them to learn (knowledge test) Transfer: are you actually using what you learned on the job Results: did the business change in some way (metrics)

Continuous Support of Transfer

Supporting transfer at the learner, design and work environment levels requires developing interventions that occur throughout (before, during, after) the training experience. Are there different transfer strategies that might be better if used before, during or after training?

Goal Setting Theory

Assumes that behavior results from a person's conscious goals and intentions. Goals influence a person's behavior by: -directing energy and attention. -sustaining effort over time. -motivating the person to develop strategies for goal attainment. -Goals must be: specific, challenging, but attainable, and accepted by the learner.

Goal Orientation

Goal orientation - the goals held by a trainee in a learning situation. It includes learning and performance orientation. -Learning (Mastery) orientation - trying to increase ability or competence in a task. -Performance orientation - learners who focus on task performance and how they compare to others.

Need Theories

Helps to explain the value that a person places on certain outcomes. -Need - a deficiency that a person is experiencing at any point in time. -Suggests that to motivate learning, trainers should identify trainees' needs and communicate how training program content relates to fulfilling these needs. --If certain basic needs of trainees are not met, they are unlikely to be motivated to learn.

Information Processing Theory Process

Information is taken in by the brain. Information undergoes transformation. Information is encoded into short-term or long-term memory. Information is stored and available for later retrieval and use. Feedback from the environment.

Training Transfer Model

Learning Characteristics, Intervention Design, Work Environment-> Learning-> Transfer-> Individual and Organizational Performance

Intellectual Skills

apply generalizable concepts and rules to solve problems and generate novel products (design and code a computer program that meets customer requirements)

Punishment

decreases behavior less effective

Reinforcement Theory

emphasizes that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors. positive, negative, punishment -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.

Motor Skills

execute a physical action with precision and timing

Stimulus Generalization

far transfer general principles are applicable to many different work situations if work environment is unpredictable and variable

Transfer of Training Theories

identical elements stimulus generalization cognitive theory

Cognitive Strategies

manage one's own thinking and learning processes (selectively use three different strategies to diagnose engine malfunctions)

Cognitive Theory

near and far transfer meaningful material and coding schemes enhance storage and recall of training all types of environments

Identical Elements

near transfer training environment is identical to work environment if work environment is predictable and stable

Content Perspective: Maslow's Hierarchy

psychological needs (heat, air, base salary) safety needs (safe work, benefits, job security) belongingness needs (work groups, clients, coworkers, supervisors) esteem needs (recognition, high status, increased responsibilities) self-actualization needs (opportunities for training, advancement, growth, and creativity)

Negative Reinforcement

removing unpleasant stimulus after desired behavior increases behavior

Continuous Reinforcement

reward every time behavior occurs

Variable Interval

rewarded after an predictable amount of time has passed (does behavior, reward after one minute, does behavior, reward after three minutes, etc.)

Fixed Interval

rewarded only after a specified amount of time has elapsed (does behavior, reward after 30 seconds)

Positive Reinforcement

rewarding after desired behavior increases behavior How does this relate to transfer? provide some sort of incentive to continue to apply what was learned

Effective Goal Characteristics

specific and measurable linked to rewards have defined time period challenging but realistic cover key result areas

Verbal Information

state, tell or describe previously stored information (state three reasons for following company safety procedures)

Fixed Ratio

whenever target behavior has taken place a given number of times (reward after 3 times)

Obstacles to Training

-Lack of motivation for learning or transfer. -Lack of reinforcement of new knowledge of skills. -Interference from the work environment. -Non-supportive culture. -Impractical, irrelevant training. -Poor training design and facilitation. -Lack of accountability.

Strategies After Training

-Provide trainees with opportunities to apply their new knowledge and skills on the job. -Talk with other trainees about how they are applying the training at work. -Discuss transfer behaviors during performance reviews. -Reward Employees for demonstrating what was learned in training in the workplace.

Strategies Before Training

-Review training goals with manager and understand how learning will contribute to improved performance. -Review training content before the training session. -Get leaders to talk to employees in support of the upcoming training effort.

Strategies During Training

-Use actual work issues or examples during training to support the "identical elements theory" of transfer. -Create a mnemonic device to help trainees remember key concepts (i.e., abbreviations or metaphors). -Have managers participate in training to show support for training program. -Have trainees complete action plans as a part of training program.

Learning Theories

-reinforcement theory -social learning theory -goal theories -need theories -expectancy theory -information processing theory -adult learning theory

Role of Stakeholders

Consider how the following stakeholders might play a role in supporting transfer: Learners/Trainees Peers/Co-workers Trainers Supervisors Executives

Social Learning Theory

Emphasizes that people learn by observing other people (models) whom they believe are credible and knowledgeable. -The theory recognizes that behavior that is reinforced or rewarded tends to be repeated. -Learning new skills or behavior comes from: --directly experiencing the consequences of using a behavior or skill. --the process of observing others and seeing the consequences of their behavior. -Can influence a learner's self-efficacy. self-efficacy: how much you think you can do a task

Information Processing Theory

It gives more emphasis to the internal processes that occur when training content is learned and retained. It highlights how external events influence learning, which include: -Changes in the intensity or frequency of the stimulus that affect attention. -Informing the learner of the objectives to establish an expectation. -Enhancing perceptual features of the material (stimulus), drawing the attention of the learner to certain features.

Expectancy Theory

It suggests that a person's behavior is based on three factors: -Expectancies - the link between trying to perform a behavior and actually performing well. (does trainee have ability to learn/believe they can learn?) -Instrumentality - a belief that performing a given behavior is associated with a particular outcome. (does trainee believe outcomes promised will be delivered) -Valence - the value that a person places on an outcome. (outcomes related to training valued) multiplicative: expectancy x instrumentality x valence = effort. can't have 0 of one.

Work Environment

When training is strategically linked to organizational goals, learners can see how their training transfer can improve overall organizational performance. Other work environment influences include that employers: -Encourage a supportive transfer climate. -Hold learners accountable for their learning. -Involve managers and peers to support training transfer -Ensure trainees have opportunities to practice new skills in the workplace. Technologies such as learning management systems help support the application of learning in the work setting by helping learners access knowledge "on demand."

Learning

a relatively permanent change in human capabilities that is not a result of growth processes

Variable Ratio

after several occurrences, but amount of occurrences may differ (reward after 2 times, then reward after 1 time, then reward after 3 times, for a total of 6 correct behaviors)