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

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

3. 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

4. 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

5. 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

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

7. 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

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

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

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

11. 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)

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

13. 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

14. 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)

15. 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)

16. 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

17. 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

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

19. 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

20. 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