1. Chapter 3 Learning: Theories and Program Design
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2. 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
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3. 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.
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4. 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)
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5. 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.
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6. 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.
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7. 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
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8. 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.
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9. 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.
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10. 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.
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11. Learning Process (Cont’d)
Good Learning Process
Employees need feedback
Feedback come from tests and quizzes, on-the-job observation.
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12. 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)
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13. 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
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14. Designing Effective Training Programs (Cont’d)
Examples of Seating Arrangements
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15. 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.
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16. 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.
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17. 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.
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18. 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
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19. 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
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20. 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.
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21. 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.
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22. 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.
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23. 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.
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24. 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.
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25. 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
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26. 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.
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27. 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.
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28. Designing Effective Training Programs (Cont’d)
Lesson plan overview
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