1. All About Learning

2. Why as a HR specialist, I should try to know how learning actually takes place? Training is all but creating an opportunity of learning. As a HR specialist you are bound to be directly or indirectly involved in the capacity- development (training) of the people. Created by Dr. Debashish Sengupta, AU, Bangalore

3. Why as a HR specialist, I should try to know how learning actually takes place? As a trainer you would be expected to not only make participants feel that its an opportunity (and not a routine) but also make sure that they make most of this opportunity. Now, if you know how learning actually takes place, then not only you can position yourself better as a trainer but also develop your resources and plan better. Created by Dr. Debashish Sengupta, AU, Bangalore

4. Learning Theories & implications on Training Created by Dr. Debashish Sengupta, AU, Bangalore

5. Reinforcement theory It emphasizes that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors. The trainer needs to identify what outcomes the learner perceives as being positive (or negative). Trainers then need to link these outcomes to learners' acquiring knowledge, skills, or new behaviors Contents Implication Created by Dr. Debashish Sengupta, AU, Bangalore

6. Social learning theory It suggests that learners first watch others who act as models. In a training scenario, a group of trainees can be presented with models of effective behaviors, such as serving customers or performing managerial analyses, as well as the relationship between these behaviors and favorable consequences, such as praise, promotions, or customer satisfaction. Contents Implication Created by Dr. Debashish Sengupta, AU, Bangalore

7. Bandura’s Social Learning Theory Basic Premise Events & consequences in the learning situation are cognitively processed before they are learned or influence behaviour A T E N T I O N Learner’s Cognitive Processes Motivation Retention 1.Symbolic Coding 2.Cognitive Organization 3.Symbolic Rehearsal Behavioural -------------------- Reproduction Consequences of Behaviour Stimuli External Environment Reinforcement Process MODELSMODELS Created by Dr. Debashish Sengupta, AU, Bangalore

8. Application of Bandura’s SLT What trainers are expected to do! Create intrinsic & extrinsic motivators Catch the attention of the trainee Assist in Retention Symbolic Coding: Use symbols, diagrams Cognitive Orgn.: Exemplify Symbolic Rehersal: Simulate Observe, evaluate & reinforce to facilitate right behavioural reproduction. Created by Dr. Debashish Sengupta, AU, Bangalore

9. Goal-setting theory It implies that establishing and committing to specific and challenging goals can influence an individual's behavior. Goal-setting could be utilized to identify the specific outcomes that should be achieved from the training Contents Implication Created by Dr. Debashish Sengupta, AU, Bangalore

10. Need theories (Maslow's Hierarchy of Needs, Alderfer's ERG Theory, Herzberg's DualStructure Theory and David McClelland's Need Theory) assume that need deficiencies cause behavior. To motivate learning, trainers should identify trainees' needs and communicate how training program content relates to fulfilling those needs Contents Implication Created by Dr. Debashish Sengupta, AU, Bangalore

11. Expectancy theory Individual's behavior is a function of three factors (expectancy, instrumentality, and valence). individual's belief that effort will lead to a particular performance level (expectancy) the performance level is associated with a particular outcome (instrumentality factor), and that the outcome is valued by the individual (valence factor). learning is most likely to occur when employees believe they can learn the content of the program (expectancy), when learning is linked to outcome such as better job performance, a salary increase, or peer recognition (instrumentality), and when employees value the outcomes Contents Implication Created by Dr. Debashish Sengupta, AU, Bangalore

12. Adult Learning Experiencing Processing Generalizing Applying Kolb’s Adult Experientia l Learning Cycle Five Senses Appeal to the Senses Created by Dr. Debashish Sengupta, AU, Bangalore

13. Adult learning theory (andragogy) Employees learn best when they understand the objective of the training program. Employees tend to learn better when the training is linked to their current job experiences, because this enhances the meaningfulness of the training. Employees learn best when they have the opportunity to practice. Implications Created by Dr. Debashish Sengupta, AU, Bangalore

14. Adult learning theory (andragogy) Employees need feedback, and, to be effective, the feedback should focus on specific behaviors and be provided as soon as possible after the trainee's behavior. Employees learn by observing and imitating the actions of a model. Employees need the training program to be properly coordinated and arranged. Implications Created by Dr. Debashish Sengupta, AU, Bangalore

15. Training does not always ensure the trainee’s learning!

16. Resistance to learn Fear of the unknown Fear of incompetence Fear of losing rewards. Fear of lost influence. Fear of losing on investments (time, energy & money invested in learning the earlier stuff) Group Dynamics Created by Dr. Debashish Sengupta, AU, Bangalore

17. So how to motivate people to learn? Created by Dr. Debashish Sengupta, AU, Bangalore

18. Importance of Motivational Incentives Motivational Incentives are important for successfully conducting a training program. Keller suggested an ARCS model for motivating trainees: Attention Relevance Confidence Satisfaction

19. Created by Dr. Debashish Sengupta, AU, Bangalore But the question is how to apply this ARCS Model? Is there any way that we can relate ARCS with the Instructional Design?

20. Created by Dr. Debashish Sengupta, AU, Bangalore

21. Motivation for Learning also comes from right Conditions of Learning Created by Dr. Debashish Sengupta, AU, Bangalore

22. Conditions for Learning Trainee’s Learning depends upon: The Trainee’s Receptiveness The Trainee’s Rapport with the Trainer The Climate of Training Created by Dr. Debashish Sengupta, AU, Bangalore

23. The Trainee’s Receptiveness Trainee’s general response to a course depends upon: 1.The choice that he/she himself/herself exercises in coming to a programme. 2.Trainee’s perception of how the top management previews the training activity & how they integrate it with the overall management practices of the organization. Adults cannot be forced to learn ! Created by Dr. Debashish Sengupta, AU, Bangalore

24. The Trainee’s Rapport with the Trainer 1.Instructor’s concern for the trainee’s learning Reduce anxiety of the trainee 2.Distortions in Communications Be sensitive about trainee’s background. Effective Communication 3.Perceived Relationships Trainer should not get carried away by the reference power of the group or sub-groups & hence should not concentrate more on certain trainees. Created by Dr. Debashish Sengupta, AU, Bangalore

25. The Climate of Training The differences in the group should not be brought inside the training room! What can the Trainer do? By himself remaining aware of the group dynamics & the underlying currents. By not sanctioning such behaviour in the training room through his behaviour in dealing with the trainees. Created by Dr. Debashish Sengupta, AU, Bangalore

26. Learning Process & Trainer ENDOSYSTEM (General atmosphere must be challenging and trainees must not feel threatened on committing mistakes) MECHANICS Feedback Application Self- Learning Practice Influence (Trainer/Facilitator) Values Style Compe- tence Needs PROCESS Discovery Experi- mentation Auto System Collobora- tive LEARNING Created by Dr. Debashish Sengupta, AU, Bangalore

27. The Learning Curve Low High Level of Learning A B C Learning takes place in Bursts! Created by Dr. Debashish Sengupta, AU, Bangalore