Chapter 3 Part 1 Learning and HRD

Learning and HRD
Chapter 3
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain
product or service or otherwise on a password-protected website for classroom use.
Learning and Instruction
Learning:
A relatively permanent change in behavior,
cognition, or affect that occurs as a result of
one’s interaction with the environment
Focus of Learning
 Change
• By acquiring something new
• By modifying something that already exists
 Long-lasting
 Behavior, cognitions, affect
(any combination of the three)
 Results from interaction with the
environment
Search for Basic Learning
Principles
Association
Process by which two cognitions become
paired so that thinking of one causes thinking of
the other; for example:
 “dozen”
 12 items
Principles Influencing Association
Learning
 Contiguity—Objects that are learned to
together tend to be associates with each
other; for example: “is the principle that ideas, memories, and experiences are linked
when one is frequently experienced with the other. For example, if you
constantly see a knife and a fork together they become linked (associated)”
Picture of a cat and German word Katze

 Law of Effect—A behavior followed by a
pleasurable consequence is likely to be
repeated
 Practice—Repetition strengths the
association
MAXIMIZE LEARNING
(1 – TRAINEE CHARACTERISTIC)
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license
distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Pre-training Motivation
 Way trainee perceive training
 Way individuals view own ability
 Experiencing negative events on job can
increase trainee’s motivation to learn and
their performance
 Perceptions of support for training
 Lack of obstacles in applying training on
the job
 Characteristics of the organization
Personality and Attitudes
 Personality
The stable set of personal characteristics that
account for consistent patterns of behavior
 Traits for training
• Locus of control
• Need for achievement
• Activity
• Independence
• Sociability
MAXIMIZE LEARNING
(II – TRAINING DESIGN)
 Involves adapting the learning
environment to maximize learning
 Issues include:
• The conditions of practice that influence
learning
• The factors that impact retention of what is
learned
Conditions of Practice
 Active Practice
• Repeatedly perform task or use knowledge
learned
• Massed versus spaced practice sessions
 Massed—All at once (“cramming”)
 Spaced—Segments separated over time
• Whole versus part learning
 Whole—Practice entire task
 Part—Practices segments of task
 Overlearning
• Practice beyond the point at which material
or task is mastered
• Rationale for over-learning
 May improve performance under different situations
 Additional proactive when opportunity for same not available
on the job
 Makes what is learned “automatic” in stressful or emergency
situations
• Effective but increases time and expense of
training
 Feedback in training provides objective
information regarding the adequacy of one’s
performance
 Can come from observers, the performer, or
the task itself
 Informational—when it helps determine tasks
are done correctly
 Motivational—when it indicated valued
outcomes
Retention of What is Learned
Issues influencing retention
• Meaningfulness of material
More meaningful, easier to learn and remember
• Degree of original learning
More effectively learned, more is retained
• Interference
 Knowledge gained before training can inhibit retention
 Knowledge gained after training may inhibit retention
 Both require learner to respond differently in the same
general situation due to changed equipment, changed
procedures, etc.
MAXIMIZE LEARNING
(III – TRAINING TRANSFER)
Figure 3-1: Baldwin & Ford’s (1988)
Transfer of Training Model
Conditions
Training Inputs Training Outputs of Transfer
Trainee
characteristics
4
Ability
Personality
Motivation
2
Training design
Principles of Learning Generalization
learning and and
1 6
Sequencing retention maintenance
Training content
3
Work
environment
Support
Opportunity
to use 5
SOURCE: Baldwin, T. T. & Ford, J. K. (1988). “Transfer of training: A review and directions for future research”.
Personnel Psychology, 41, 65. Reprinted by permission.
 The transfer of new knowledge from the
training scenario into the workplace
 Positive Transfer—Job performance improves
Negative Transfer—Job performance worse
 Near Transfer
Ability to directly apply on the job what has been
learned in training, with little adjustment or
modification
 Far Transfer
Expanding on what has been learned in new and
creative ways
Identical Elements https://youtu.be/60xPv4ckmU4
 The more similar the training and the

performance situations, the better the
transfer
 Physical Fidelity
Extent to which the conditions of the training program,
such as equipment, tasks, and surroundings, are the
same as in the performance situation
 Psychological Fidelity
Extent to which trainees attach similar meanings to
both the training and performance situations
General Transfer Theories
 General Principles Theory
Learning the fundamental elements of a task will
ensure transfer from training
 Stimulus Variability
Transfer can be enhanced when training contains a
variety of stimuli
 Support in the Work Environment
Extent to which trainees perceive support for using
newly learned behavior or knowledge on the job
 Supervisory support
Encouragement to attend training, goal setting,
reinforcement, and behavior modeling have all
been shown to increase transfer
 Organizational Support
Presence of both transfer of training climate
and a continuous learning work environment
affected behavior after training
The Opportunity to Perform
The Number-One reason cited for low
transfer (listed by over 64 percent of
trainees!) was “lack of opportunity to apply
on the job”
INDIVIDUAL
DIFFERENCES IN THE
LEARNING
Rate of Progress
 People learn at different rates
 Learning Curve
• Charting individual proficiency against time
• Provide feedback for altering approaches
according to individual needs
Attribute–Treatment Interaction
 Some methods of training may be better
suited to certain types of people
 Two variables:
• Cognitive ability
• Motivation
Cognitive Resource Allocation
Theory
Predicts that:
• Individuals with higher levels of cognitive
ability will perform better than those with
lower levels of cognitive ability during the
declarative knowledge phase
• Motivational efforts will reduce performance
during the declarative knowledge phase
• Using attentional resources for motivation
during the declarative Knowledge phase
• Knowledge phase will have less of an
impact on high-cognitive-ability individuals
• Any advantages because of higher
cognitive ability, higher motivation or
increased use of attentional resources will
decrease over time
TRAINING ADULT AND
OLDER WORKERS
i. Adult Learning Theory
 Pedagogy
Used for educating children and teens through
high school
 Andragogy
Adult-oriented approach to learning
Child versus Adult Learning
 Adults are more self-directed
 Adults have acquired a large amount of
knowledge and experience that can be
tapped as a resource for learning
 Adults show a greater readiness to learn
tasks that are relevant to the roles they
have assumed in life
 Adults are motivated to learn in order to
solve problems or address needs, and
they expect to immediately apply what
they learn to these problems and needs
Pedagogy versus Andragogy
Characteristic Pedagogy Andragogy
Structure Based on aging Flexible, open,
process broad
Rigid format Responsive
Subject/curriculum- Interdisciplinary
centered Developmental
Rules, procedures,
laws
SOURCE: From Dailey, N. (1984). “Adult learning and organizations.” Training and Development Journal, 38, 66, 68. Adapted by
permission. Copyright © November 1984 from Training & Development Journal by Dailey, N. Adapted with permission of
American Society for Training & Development.
s
Atmosphere Authority- Relaxed,
oriented trusting, mutually
Formal, Respectful
Low trust Informal,
Competitive Warm
Win-lose Collaborative,
supportive
Win-win
Leadership Teacher dominant Innovative, creative
High task, High task, high
low relationship relationship
Controlling Interdependent
Does not value mature
experience Relationship
Assumes student Mentoring,
immaturity and Modeling
dependency Experiential
Low risk
Motivation External rewards Internal incentives
and (curiosity)
punishments Self-directed
Learning contracts

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Learning and HRD

Picture of a cat and German word Katze

 The more similar the training and the

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