Khursheed Yusuf

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 For learning to take place, the most
important variable to consider is whether or
not the individual learner has sufficient ability
to learn what is being taught.

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 In general, people learn best and remember
the most when they can spread out the time
spent on learning new material.

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 Learning something to the point of
“overlearning” is generally a waste of time,
and should be avoided.

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 If training has been effective, then it really
doesn’t matter whether there is support in
the work environment or not.

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 Trainers should always seek to match the
type of training delivery methods to the
characteristics of the individuals being
trained.

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 Adult learners typically respond best to a
lecture-style approach to training.

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 Focus is upon change
 Change must be long-lasting
 The focus of learning can be cognitive,
behavioral, or affective
 Results from the individual’s interaction with
the learning environment

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Outcomes can be:
 Cognitive (Knowledge)
 Psychomotor (Skill- or behavior-based)
 Affective (Attitude)

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 What must be done before learning can take place
 Describe the learning goal to be achieved
 Analyze the initial state of the learner
 Identify the conditions allowing the learner to gain

competence
 Assess and monitor the learning process

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 Trainee Characteristics
 Training Design
 Transfer of Training

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 Trainability –
 Motivation
 Ability
 Perception of the work environment
 Personality and attitudes

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 Conditions of practice
 Retention of what is learned

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 Meaningfulness of the material
 Degree of original learning
 Interference
 Knowledge before training
 Changes after training

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By Permission: Baldwin & Ford, 1988

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 Transfer of training into workplace is
supported
 A continuous learning environment
 Supervisors support and help develop
training
 Training leads to promotion/better pay
 Trainee has opportunity to perform

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 Declarative knowledge
 Forming a mental picture of the task
 Knowledge compilation
 Integrating knowledge and motor skills
 Procedural knowledge
 Ability to perform task automatically.

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 Adults are self-directed
 Adults already have knowledge and
experience
 Adults are ready to learn relevant tasks
 Adults are motivated to learn
 Adults expect to apply learning immediately

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 Attention Span
 How long can trainee focus on the lesson?
 Expectation Level
 What does trainee expect from the
trainer/training?
 Dominant Needs
 What drives/motivates the trainee?

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 Convergent
 Thinking and Doing
 Divergent
 Feeling and Watching
 Assimilation
 Thinking and Watching
 Accommodative
 Feeling and Doing

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 Rehearsal strategies
 Elaboration strategies
 Organizational strategies
 Comprehension monitoring strategies
 Affective strategies

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 Print
 Reading and writing
 Visual
 Graphs, charts, pictures
 Aural
 Listening
 Interactive
 Discussing, asking questions

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 Tactile/manipulative
 Hands-on, touching
 Kinesthetic/psychomotor
 Role playing, physical activity
 Olfactory
 Smell, taste

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 Adults – generally prefer visual
 Females – all sources
 Males – selected sources
 Young Adults – interactive, visual
 CONCLUSION: Tailor your method to your

audience.

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 Verbal information
 Intellectual skills
 Cognitive strategies
 Motor skills
 Attitudes

ALL ARE LEARNED IN DIFFERENT WAYS!

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1. Gain attention.
2. State the learning objective.
3. Stimulate recall of earlier lessons.
4. Present new material.
5. Provide learning guidance.
6. Have participants perform.
7. Provide feedback.

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 Without learning, there would be no field of
human resource development
 To increase learning, we must consider:
 Trainee characteristics/individual differences
 Training design issues
 Retention and transfer of training issues

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