Maximizing Trainee Learning Chapter #4

Transfer is the goal!!! Learning that can apply to job Is ee trainable?  Eyes, hearing, reading learning problems  Training anxiety (MBTI training)  Break down materials into easy steps  Opportunity labeling (giving value) How can we best achieve transfer????

Please understand that Performance = Ability X Motivation

You may have to measure trainability #79 Trainability testing  Use standardized form of instructor demonstration  Applicant is asked to perform task  Record and rate performance  Class Demonstration

Arrangement of learning environment

Training sites Quiet, accessible, enough space, break out rooms, lunch, snacks for breaks, Training room Noise, colors, lighting, chairs, glare, acoustics, room size Seating arrangements  Fan type seating  Classroom  Horse shoe  Rounds

Prepare your learning environment Does everything work? Back ups? Keep it neat and clean Hand outs When and how to give breaks Practice, practice, presentations  (special sections on presentation skills)

Learning Is a relatively permanent change in on job behavior.

Adults learn differently Pedagogy (child learning)  PASSIVE LEARNERS  Bring little experience  Teacher make decisions about learning content  Andragogy (adult learning) (Knowles)  Need to know why?  Self directed  Bring experiences  Problem centered  Learn by doing  Motivation is both extrinsic and intrinsic 

Therefore, a good trainer must be a facilitator of adult knowledge

Training that transfers allows practice. Active practice Over learning Massed practice Distributive practice

Three Stages Sequencing practice

Learning occurs in three stages Declarative Factual knowledge Knowledge computation  Turns information into knowing Proceduralized knowledge The use and reliance on new skills (Anderson)

Feedback Reinforcement theory You must have it Need for reward Need ASAP Results in self efficacy Positive Negative None at all

Materials must represent value to trainee. Must be organized well #90

Tell them what you are to teach Teach them Tell them what you taught them.  Explain overview  Objectives and agenda  Present material Examples, visualization, experiential learning  Practice Teach simple skills first and work up to more complex skills…Increases self efficacy.

Training must adapt to individual differences. You must understand where trainees are!!!!! Diversity in the workplace age, gender, language, customs, cultures, organization levels,

Learning curves #94,95

Match training methods to trainee aptitudes Look #96, 97 fig. 4.6, 4.7

Learning styles (programs should allow for all styles) Activists Need immediate experience Reflectors Like to stand back Theorists Deductive reasoners Pragmatists Want to try out everything they learn

Behavior Modeling Learn by imitation Role modeling High self monitors Low self monitors

Training Theories of Motivation Goal setting Reason for outcomes and objectives Reinforcement theory Expectancy Theory  Effort must lead to positive outcome

Transfer of Key Behaviors Generalization Maintenance Identical elements Fidelity Near transfer Far transfer

3 possible results + transfer - transfer 0 transfer

only 10 % training dollars result in long term transfer Only 40% training dollars is transferred immediately Only 15% used in 1 year Transfer stats

So how can you make transfer happen??? Needs analysis Gain Management support Allow practice Give value Self management programs Follow up programs Reward