Chapter 3 Human Resource Development Learning and HRD Chapter 3 Human Resource Development

Learning and Instruction Search for Basic Learning Principles Contiguity – association Law of Effect Practice – strengthened with reinforcement

Instructional Psychology Describing learning goal Analyzing initial state of learner Identifying conditions allowing learner to gain competence Assessing and monitoring learning process to determine effectiveness of training

Trainee Characteristics Trainability = f(Motivation, Ability, Perceptions of work environment) Perceptions of training Self-efficacy Factors that increase motivation Personality and attitudes Extraversion, openness, conscientiousness, agreeableness, stability

Conditions of Practice Active practice – can be mental practice Massed vs. spaced practice Rest intervals early in training Less meaningful, greater difficulty and amount Less capable, less experienced learner Retention Whole vs. part

Conditions of Practice Overlearning Knowledge of results/feedback Important aspects Provisions of feedback Specify corrective actions Reward/punishment consequences

Retention Meaningfulness of material Degree of original learning Retroactive interference – new learning interferes with old learning Proactive – old learning interferes with the retention of new learning

Transfer of Training Stimulus Response Transfer same same positive same different negative different different zero/none

Transfer of Training Identical elements General principles Stimulus variability Support in the work environment

Increasing Transfer Maximize similarity Practice Variety of situations and examples Understand general principles Support Opportunity to perform on the job Feedback and reinforcement

Learning Curves Negatively accelerated – material easy, experienced learner, high ability Positively accelerated – material complex, learner inexperienced S shaped – positively accelerated in early stages negatively in later (common)

Plateaus in Learning Hierarchy of habits Motivation declines Incorrect learning being eliminated Learning material that is complex whole composed of several simple parts

Kolb’s Preferred Modes of Learning Concrete experience – direct experience, interpersonal relations and feelings as opposed to thinking Abstract conceptualization –think about it, analyze, model Reflective observation – watching and learning different points of view Active experimentation

Kolb’s Learning Styles Convergent – abstract conceptualization and active experimentation (thinking and doing with focus on problem solving, decision making) Divergent – concrete experience and reflective observation (feeling and watching imagination, awareness of values, ability to generate alternative courses of action)

Kolb’s Learning Styles Assimilation – abstract conceptualization and reflective observation (thinking and watching with stress on inductive reasoning, integration of disparate observations) Accommodative – concrete experience and active experimentation (feeling and doing, executing plans, involvement in new experiences)

Weinstein and Mayer – Learning Strategies Rehearsal strategies for learning 1. basic tasks – repeating items on list 2. complex tasks – underlining, copying Elaboration strategies for learning 3. basic tasks – mental image 4. complex tasks – notes, summarizing

Weinstein and Mayer (continued) Organizational strategies for 5. basic tasks - grouping, ordering 6. complex tasks – outlining material 7. Comprehension monitoring strategies - self-questioning 8. Affective strategies -increasing alertness, reducing anxiety

Perceptual Preferences Print Visual Aural Interactive Tactile/manipulative Kinesthetic/psychomotor Olfactory

Expert Performance Deliberate practice over extended time High level of motivation Acquired under optimal conditions – superior innate ability not sufficient Leads to physiological adaptations Maximum of 4 one hour sessions a day Expert in limited performance domain Age of peak performance varies by domain

Gagne-Briggs Instructional Theory (Taxonomy) Intellectual skills – rules, concepts, procedures used to accomplish tasks Verbal information – declarative knowledge (reciting) Cognitive strategies – skills used to control learning, thinking, remembering Motor skills – using body Attitudes