1. Introduction to Training

2. Factors Determining Human Performance
P = M x KSA x E
ENVIRONMENT (E)
KNOWLEDGE, SKILLS, AND ATTITUDES (KAS)
MOTIVATION (M)
PERFORMANCE (P)

3. Stimulus Response Consequence
Behaviorist Model of Learning  
Stimulus Response Consequence

4. Illustration of Expectancy Theory
CONSEQUENCES
VALENCE
Skills Seen as inadequate
Feel pride and accomplishment
Recommended for promotion
Skills seen as complete
Fall behind at work; feel overloaded, depressed, etc.
(.5)
(.9)
(.3)
(.6)
(1.0) 1    7 10
Stay on the job and meet work load requirements
Successfully
Complete seminar
(1.0)
EFFORT

5. Gagne’s Unusual Approach
Until Gagne’ began to write about the application of learning theory in 1965, educators had to make forced choices between learning theories.
He gave 8 methods of learning that can be used together and with one another.

6. Gagné’s Eight Learning Types
Description
1. Signal learning
Learning a general response to a specific signal.
Pavlov’s classical conditioning falls into this category.
2. Stimulus–response (S–R)
Learning a single response to a stimulus situation.
Basic forms of operant conditioning fall into this category.
3. Shaping
Chaining together of two or more S–R associations.
Originally termed chaining by Gagné, its also called shaping to avoid confusion.

7. Gagné’s Eight Learning Types
Description
4. Verbal association
A chain of two or more verbal associations.
Basically the  same as shaping, but the application to language makes this a special case.
5. Multiple discrimination
Making different but appropriate responses to stimuli that differ to greater or lesser degrees.

8. Gagné’s Eight Learning Types
Description
6. Concept learning
Typically called generalization learning.
Learning to make a common response to a group of stimuli having common characteristics or relationships but otherwise differing to greater or lesser degrees.
7. Principle learning
Learning to chain two or more concepts by developing a formal, logical relation between the concepts (e.g., “if A then B” formulation).

9. Gagné’s Eight Learning Types
Description
8. Problem solving
Learning to combine two or more previously learned principles to produce a novel (to the learner) capability reflecting a higher-order principle.

10. Subordinate Need for Independence
Supervisor Behavior Patterns Recommended for Two Levels of Two Environmental Stimuli
Subordinate Need for Independence
Task Structure
High
Low
Low initiating structure High participation
Low initiating structure Low participation
High initiating structure High participation
High initiating structure Low participation

11. Sample orientation day checklist
Employee orientation provides new employees with basic background information
Programs may range from brief, informal introductions to lengthy, formal courses
Sample orientation day checklist

12. Why Orientation Is Important
Orientation explains basics – often provided in an employee handbook
Rules and policies are often discussed
Makes new employee feel at ease
Describes the organization – the big picture
Defines expected work behavior
Socializes new employee in company’s ways

13. Learning the Ropes
Realistic Orientation Programs for new Employees’ Stress (ROPES)
Warn about disappointments
How to cope is key
Supervisors should monitor newcomers

14. Training 101
Definition
Teaching new employees the basic skills they need to perform their jobs
The hallmark of a good manager
Lack of productivity

15. 5 Step Training and Development Process
Needs analysis
Instructional
design
Validation
Implement
Evaluation &
follow-up

16. Training Is Learning Make It Meaningful
A bird’s-eye view of the material
Familiar examples
Organize the information
Use familiar terms and concepts
Use many visual aids

17. Motivate the Learner Learn by doing Reinforce correct responses
Well done
Learn by doing
Reinforce correct responses
Trainees learn best at their own pace
Create a perceived training need
Scheduling is important