Training for Organizations

1. Training for Organizations Learning Theory Chapter 5

2. Opening Exercise: Draw a picture of an individual you anticipate participating in your class Chapter 5

3. Which picture depicts your learners? Chapter 5

4. What is Learning? • Define! Chapter 5

5. Adult Education: Assumptions • Learning is not its own reward • Adult learning is integrative • Value adjustments must be considered • Adult learners want control • Practice must be meaningful • Adults like to learn at their own pace Chapter 5

6. Trainers’ Perception of Learners • All learners are like you • Learners know how they learn • You can easily figure out how learners learn • Elliott Masie THE COMPUTER TRAINING HANDBOOK (1995) Lakewood Books, pp. 51-52 Chapter 5

7. Teaching Styles • Andragogy • “andra” means “man, adult” • Pedagogy • “peda” means “child” • “ago” means “leading” Chapter 5

8. Learning Styles • The Kolb Learning Style Inventory • Converger • Diverger • Assimilator • Accomodator Chapter 5

9. Masie’s Thinking Styles • People think in four fundamentally different ways • Most are capable of using all four kinds of thinking, and do so at different times/tasks • Most prefer one style/use it often • Learning is often stressful Chapter 5

10. Masie’s “Stereotypes” • Reflective thinkers • why? • Conceptual thinkers • what is the whole picture? • Practical thinkers • what’s in it for me? • Creative thinkers • what if? Chapter 5

11. Behavioral Approach • Observable behavior confirms that learning has taken place • The environment shapes the behavior of the learner • Time between behavior and reinforcement is crucial Chapter 5

12. Behaviorists • Edward L. Thorndike • S-R Theory • law of effect, exercise, readiness • Ivan Pavlov • B. F. Skinner • operant conditioning • Frederick Taylor • applications Chapter 5

13. Writing Learning Objectives • Domains: • cognitive • affective • psychomotor Chapter 5

14. Bloom’s Taxonomy • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation Chapter 5

15. Who is Robert Mager? Chapter 5

16. GATA • G= GIVEN (CONDITIONS) • A= ACTION (PERFORMANCE) • T= TIME (CRITERIA) • A= ACCURACY (CRITERIA) Chapter 5

17. Cognitive Science • Remembering and Problem Solving • Organizational facilitates recall • Complex processes operate on an as-needed basis • Schema can be formulated Chapter 5

18. Workplace Motivation • A Humanist Approach • Maslow’s Hierarchy of Needs • Herzberg’s Two-Factor Theory • Rotter’s Locus of Control • Rogers’ Learner-Centered Approach • McGregor’s Theory X and Y Chapter 5

19. A Humanist Approach • People are inherently good and free to act. Chapter 5

20. Maslow’s Hierarchy of Needs Self actualization Ego/status needs Belonging needs Safety/security needs Basic physiological needs Chapter 5

21. Rotter’s Locus of Control Within a social context, your personality impacts your learning style and orientation. • Internal Locus of Control • External Locus of Control Chapter 5

22. Rogers’ Learner-Centered Approach Personalized learning can lead to growth: • personal involvement of the learner • self-initiated activity • activity effects behavior change • learner-evaluated and assessed • learning takes on permanent meaning for the learner Chapter 5

23. Theory X worker dislikes work must be coerced to work prefers to be directed Theory Y worker likes to work will exercise self-direction seeks responsibility McGregor Chapter 5

24. In conclusion • Identify the last time you set out to learn something new. • What motivated you to learn? • What learning orientation described your effort? Chapter 5

25. Any questions? Chapter 5