1. Chapter 5 Training for Organizations Learning Theory

2. Chapter 5 Opening Exercise: Draw a picture of an individual you anticipate participating in your class

3. Training for Organizations Chapter 5 Which picture depicts your learners?

4. Training for Organizations Chapter 5 What is Learning? Define!

5. Training for Organizations Chapter 5 Adult Education: Assumptions Learning is not its own reward Adult learning is integrative Value adjustments must be considered Adult learners want control Practice must be meaningful Adults like to learn at their own pace

6. Training for Organizations Chapter 5 Trainers’ Perception of Learners All learners are like you Learners know how they learn You can easily figure out how learners learn Elliott Masie THE COMPUTER TRAINING HANDBOOK (1995) Lakewood Books, pp. 51-52

7. Training for Organizations Chapter 5 Teaching Styles Andragogy “andra” means “man, adult” Pedagogy “peda” means “child” “ago” means “leading”

8. Training for Organizations Chapter 5 Learning Styles The Kolb Learning Style Inventory Converger Diverger Assimilator Accomodator

9. Training for Organizations Chapter 5 Masie’s Thinking Styles People think in four fundamentally different ways Most are capable of using all four kinds of thinking, and do so at different times/tasks Most prefer one style/use it often Learning is often stressful

10. Training for Organizations Chapter 5 Masie’s “Stereotypes” Reflective thinkers why? Conceptual thinkers what is the whole picture? Practical thinkers what’s in it for me? Creative thinkers what if?

11. Training for Organizations Chapter 5 Behavioral Approach Observable behavior confirms that learning has taken place The environment shapes the behavior of the learner Time between behavior and reinforcement is crucial

12. Training for Organizations Chapter 5 Behaviorists Edward L. Thorndike S-R Theory law of effect, exercise, readiness Ivan Pavlov B. F. Skinner operant conditioning Frederick Taylor applications

13. Training for Organizations Chapter 5 Writing Learning Objectives Domains: cognitive affective psychomotor

14. Training for Organizations Chapter 5 Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation

15. Training for Organizations Chapter 5 Who is Robert Mager?

16. Training for Organizations Chapter 5 GATA G= GIVEN (CONDITIONS) A= ACTION (PERFORMANCE) T= TIME (CRITERIA) A= ACCURACY (CRITERIA)

17. Training for Organizations Chapter 5 Cognitive Science Remembering and Problem Solving Organizational facilitates recall Complex processes operate on an as- needed basis Schema can be formulated

18. Training for Organizations Chapter 5 Workplace Motivation A Humanist Approach Maslow’s Hierarchy of Needs Herzberg’s Two-Factor Theory Rotter’s Locus of Control Rogers’ Learner-Centered Approach McGregor’s Theory X and Y

19. Training for Organizations Chapter 5 A Humanist Approach People are inherently good and free to act.

20. Training for Organizations Chapter 5 Maslow’s Hierarchy of Needs Self actualization Ego/status needs Belonging needs Safety/security needs Basic physiological needs

21. Training for Organizations Chapter 5 Rotter’s Locus of Control Within a social context, your personality impacts your learning style and orientation. Internal Locus of Control External Locus of Control

22. Training for Organizations Chapter 5 Rogers’ Learner-Centered Approach Personalized learning can lead to growth: personal involvement of the learner self-initiated activity activity effects behavior change learner-evaluated and assessed learning takes on permanent meaning for the learner

23. Training for Organizations Chapter 5 McGregor Theory X worker dislikes work must be coerced to work prefers to be directed Theory Y worker likes to work will exercise self- direction seeks responsibility

24. Training for Organizations Chapter 5 In conclusion Identify the last time you set out to learn something new. What motivated you to learn? What learning orientation described your effort?

25. Training for Organizations Chapter 5 Any questions?