1. TRAINING & DEVELOPMENT SESSION THREE: INDIVIDUAL DIFFERENCES IN LEARNING

2. IN THIS SESSION How individual differences in personality, motivation and training motivation impact on training effectiveness How trainers can make some sensible shifts in their practice to accommodate these differences

3. LEARNING SO FAR Some will have deep seated fear of learning Reinforce behaviour carefully Patience with learned helplessness Give small rewards early Allow to reflect, question and think

4. LEARNING SO FAR Allow to create links and associations Organise material into chunks Use visual imagery Explain well to aid semantic memory Raise arousal levels

5. MOTIVATION TO LEARN Self-Efficacy Valence-Instrumentality- Expectancy Factors which raise motivation

6. EFFECTS OF COGNITIVE ABILITY Correlations between g and learning achievement Novel and demanding tasks Effects of prior knowledge and structured learning

7. PERSONALITY & NEEDS The outcomes of high nAch Conscientiousness, openness to experience and extraversion Vigilance, perfectionism, privateness and apprehensiveness

8. EFFECTS OF AGE Differences in mastery levels Differences in time taken to learn Optimum conditions for older learners

9. EFFECTS OF SCHEMATA Towards-Away From Same-Difference Intuitive-Sensing Active-Reflective People-Activity

10. EFFECTS OF SCHEMATA Accept-Evaluate Global-Detail Options-Procedures Perfecting-Optimising Closure-Nonclosure

11. EFFECTS OF EMOTIONAL DISPOSITION Dependency and reluctance to challenge Anxiety and fear of failure Confidence levels

12. EFFECTS OF LEARNING STYLE The four types of learner Hierarchies of experience Accuracy of the model Flexibility and cognitive ability

13. EFFECTS OF READINESS Learning how to learn Effective trainer styles Using goals to enhance arousal

14. EFFECTS OF LEARNING STRATEGIES Cognitive strategies Behavioural strategies Self-regulatory strategies Overlapping strategies

15. PRACTICAL TASK In small groups, look at the personality profile and explanatory notes attached to the back of your handout. Imagine you are preparing to train a group of people just like this person. Which personality traits would you need to be mindful of when designing your training and why? How would these impact on the way you deliver your training?

16. TRAINING & DEVELOPMENT SESSION FOUR: APPLYING PSYCHOLOGY IN THE TRAINING ROOM

17. IN THIS SESSION: Some ideas on how to build rapport with the group Handling the group sensitively Encouraging change among delegates

18. BUILDING RAPPORT WITH YOURSELF Environment: “I’m glad to be delivering this programme here” Behaviour: “I shall be delivering this programme” Capability: “I can deliver this programme well” Identity: “I’m the right person to deliver this programme” Spirituality: “Delivering this programme makes sense and has value”

19. BUILDING RAPPORT WITH OTHERS Extraverts: air time and thinking aloud Sensors: details and examples Thinkers: tough and dispassionate Perceivers: play with words and ideas

20. BARRIERS TO RAPPORT Training is for when you’re doing something wrong We’re not doing anything wrong You get on by who you know You don’t appreciate how complex our work is

21. HANDLING THE GROUP Before a group can work together its members need to address and resolve a few issues: – Inclusion needs – Control needs – Affection needs

22. INCLUSION NEEDS “Why am I here?” “Do I belong here?” “Will I be accepted here?” “Is being here consistent with my identity?”

23. CONTROL NEEDS “Who is in charge?” “How much control do I have or want?” “How much control will others be trying to exert over me?” “How much responsibility do I want to take for the outcomes? How much do I want others to take?”

24. AFFECTION NEEDS “How open can I be?” “How close do I want to get to the others?” “Do they feel too distant from me or too close?” “Will I get honest feedback and personal recognition here?” “Will my self-esteem and feelings of self-worth be enhanced?

25. ENCOURAGING CHANGE Identify what kind of change they will commit to most readily Identify how training supports self-actualisation Recognise change may be hampered by hygiene factors

26. SYSTEMS THINKING See each trainee as a system that works Recognise that work systems might inhibit change Help by training whole groups in whole tasks

27. PRACTICAL TASK By now you should have agreed with your fellow group members on the learning intervention you will carry out as part of your TAPE in this module. Taking all elements covered in the session today, what information would you now wish to find out about your trainees in advance? How would you attempt to build rapport and handle your trainees with sensitivity?