Chapter 3 Learning: Theories and Program Design 3-1 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Chapter Objectives After finishing this chapter, all students will be able: Identify what is learning? What is learned? Describe the learning theories Explain the learning process Understand the designing effective training programs 3-2 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

What Is Learning and Learned? Is a relatively permanent change in human capacities. These capacities are related to specific learning outcomes: Verbal information: specialized knowledge that employees need in their jobs. Intellectual skills: includes gather data, summarize data, prepare for appraisal interview with employee. 3-3 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

What Is Learning and Learned? (Cont’d) These capacities are related to specific learning outcomes: Attitudes: important work-related attitudes include job satisfaction, commitment to the organization, and job involvement. Cognitive strategies regulate the process of learning. For example, a physicist recalls the colors of the light spectrum through remembering the name “Roy G.Biv” (red, orange, yellow, green, and blue) 3-4 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Learning Theories Adult Learning Theory Most educational theories as well as formal educational institutions have been developed exclusively to educate children and youth. Pedagogy, the art and science of teaching child, has dominated educational theory. Pedagogy gives the instructor major responsibility for making decisions about learning content, methods, and evaluation. 3-5 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Learning Theories (Cont’d) Adult Learning Theory Educational psychologist, recognizing the limitations of formal education theories, developed andragogy, the theory of adult learning. Malcolm Knowles is most frequently associated with adult learning theory. Adult learning theory is especially import to consider in developing training programs because the audience for many such programs tends o be adult. 3-6 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Learning Theories (Cont’d) Adult Learning Theory 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 intrinsic motivators 3-7 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Learning Process Good Learning Process Employees need to know why they should learn Employees learn best when they understand the objectives of the training program. Objective refers to the purpose and expected outcome of training activities. Training objectives based on the training needs analysis help employees understand whey they need training and what they need to learn. 3-8 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Learning Process (Cont’d) Good Learning Process Employees need meaningful training content Employees are most likely to learn when the training is linking to their current job experiences and tasks—that is, when it is meaningful to them. Employees need opportunities to practice Practice refers to the physical or mental rehearsal of a task, knowledge, or skill to achieve proficiency in perform the task or skill or demonstrating the knowledge—practice involves employee demonstrate the learned capacity. 3-9 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Learning Process (Cont’d) Good Learning Process Employees need opportunities to practice Massed practice conditions are those in which individuals practices a task continuously without rest. In spaced practice conditions, individuals are given intervals within the practice session. 3-10 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Learning Process (Cont’d) Good Learning Process Employees need feedback Feedback come from tests and quizzes, on-the-job observation. 3-11 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs Selecting and Preparing the Training Site Training site refers to the room where training will be conducted. A good training site offers the following: It is comfortable and accessible It is quiet and free from interruption It has sufficient space for trainees to move easily around it, offers enough room for trainees to have adequate work space, and has good visibility for trainees to see each other, the trainer, and any visual displays or example that will be used in training (e.g., videos, product samples, charts, slides) 3-12 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) Selecting and Preparing the Training Site Details to be considered in the training room Characteristic of room Noise—adjacent rooms and corridors and from outside the building. Color of wall and floor covering—oranges, greens, blue and yellow. Room structure—square in shape, long and narrow rooms Lighting—fluorescent lighting Meeting room chairs—chairs should have wheels, and backs. Glare of TV monitor, mirror and others 3-13 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) Examples of Seating Arrangements 3-14 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) Selecting and Preparing the Training Site Details to be considered in the training room Seating arrangement At the training site should be based on an understanding of the desired type of trainer interaction and trainee-trainer interaction. Fan-type seating is conducive to allowing trainees to see from any point in the room. Trainees can easily switch from listening to a presentation to practicing in groups, and trainees can communicate easily with everyone in the room. 3-15 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) Selecting and Preparing the Training Site Details to be considered in the training room Seating arrangement Traditional classroom instruction allows for trainee interaction with the trainer but makes it difficult for trainees to work in teams (particularly if the seats are not moveable to other locations in the room). If training emphasize total-group discussion with limited presentation and no small-group interaction, a conference-type arrangement may be most effective. If the training requires both presentation and total-group instruction, the horseshoe arrangement is useful. 3-16 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) Choosing Trainers Selecting professional trainers or consultants is one obvious possibility for companies. Trainers, whether from inside or outside the company, should have expertise in the topic and experience in training. To increase their chances of success in their first courses, new trainers should be observed and should receive coaching and feedback from more experienced trainers. 3-17 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) Style and Behavior of Trainer/ Facilitator Although the designing good lesson, methods/strategies, the trainers/ facilitators must have style and behaviors: Posture/ self confidence Movement Eye contact Gesture Facial expression Volume 3-18 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) Style and Behavior of Trainer/ Facilitator Although the designing good lesson, methods/strategies, the trainers/ facilitators must have style and behaviors: Pitch Speed Pause Lay out of picture/ materials 3-19 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) How Trainers Can Make the Training Site and Instruction Conducive to learning Preparation Prepare material, equipment technology, and others needed. Classroom management Monitor the room for extra chairs and piles of material left over from previous training sessions. Give trainees frequent breaks so they can leave the room and return ready to lean. 3-20 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) How Trainers Can Make the Training Site and Instruction Conducive to learning Interacting with trainees You as a trainer carry the responsibility for the trainees’ learning. You need to communicate the topics that will be covered, the learning approach that will be used. Dealing with disruptive trainees How can you deal with employees who don’t want to be trained despite being informed in advance of the course and how it relate to the business. 3-21 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) How Trainers Can Make the Training Site and Instruction Conducive to learning Dealing with disruptive trainees First, take charge of the session immediately, communicate to him or her and explain the important training to business. Useful methods, have trainees describe what they would be doing if they were not in the program. Have trainees break into groups and then ask some groups. 3-22 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) How Trainers Can Make the Training Site and Instruction Conducive to learning Dealing with disruptive trainees For trainees who disrupt, sleep through, or constantly interrupt the training sessions, consider using activities that get trainees moving, engaged, and others. 3-23 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) Program Design A training program may include one or several courses. Each course may contain one or more lessons. Program design include considering the purpose of the program as well as designing specific lessons with program. Effective program design includes a course or lesson plan, and a course or lesson overview. 3-24 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) Program Design Course syllabus Course title Course duration Course facilitator Program name Course description Learning outcomes/ goals/ objectives Learning strategies or methods Course assessment Course content Referent list 3-25 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) Program Design Course or lesson plan Include the specific steps involved in the lesson, instructor and trainee activities, and the time allocated to each topic included in the lesson. Lesson plans also help to ensure that both the trainee and the trainer are aware of the course and program objectives. 3-26 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) Program Design Lesson plan overview The lesson plan overview matches major activities of the training program and specific times or time intervals. Completing a lesson plan overview helps the trainer determine the amount of time that needs to be allocated for each topic covered in the program. The lesson overview is also useful in determining when trainers are needed during a program; time demands on trainees; program breaks for snacks, lunch, and dinner and opportunities for practice and feedback. 3-27 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.

Designing Effective Training Programs (Cont’d) Lesson plan overview 3-28 McGraw-Hill/Irwin © 2011 The McGraw-Hill Companies, Inc. All rights reserved.