The document discusses various learning theories and outcomes. It describes five types of learner outcomes: verbal information, motor skills, intellectual skills, attitudes, and cognitive strategies. It then covers several learning theories: reinforcement theory, social learning theory, goal theory, need theory, expectancy theory, adult learning theory, and information processing theory. Each theory is explained in one to three sentences. The document also outlines the processes of learning according to information processing theory: expectancy, perception, working storage, semantic encoding, long-term storage, retrieval, generalizing, and gratifying.
This chapter of Effective HR talks about Transfer of Training. The main core of the presentation is to understand what transfer of training/learning is and to have the knowledge about the factors enhancing learning. The presentation has been prepared by Welingkar’s Distance Learning Division.
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This chapter of Effective HR talks about Transfer of Training. The main core of the presentation is to understand what transfer of training/learning is and to have the knowledge about the factors enhancing learning. The presentation has been prepared by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
Join us on Facebook: http://www.facebook.com/welearnindia
Follow us on Twitter: https://twitter.com/WeLearnIndia
Read our latest blog at: http://welearnindia.wordpress.com
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Theories of Motivation in Organizational BehaviorMasum Hussain
Most employers today would like to have their employee’s motivated and ready to work, but do not understand what truly motivates a person. Companies could be more efficient if the employees had an invested interest in the future of the company. There are essential needs to be met for a person, specifically an employee, to succeed in the workplace. I will examine different theories of motivations, how they are relevant to the workplace, and how employers can implement the theories to ensure happy and motivated employees.
Human behaviour is as much a reflection of the differences between individuals as it is a reflection of their similarities. These individual differences are caused by a number of influences and characteristics. For example, personality traits focus on individual differences that make each person a unique human being. Our biological make-up concentrates on how we function as a result of our evolution and human inheritance. Our behaviour is largely influenced by the system of rewards and punishments that are present in our environment. Our cognitive approach focuses on how our thinking and memory affects our behaviour. The fact that we are here at this time with immediate influences, and the ability to express a free will, may present the greatest influence of all.
It broadly addresses the topic of employee relations and work motivation. It examined theories and models of motivation that strive to answer the question of what motivates and how is motivation harnessed. At the individual level of analysis, there is a plethora of different approaches, most of which have some conceptual viability, empirical support and practical use. A critical task for future thinking and research is to integrate findings from diverse sources in order to be able to produce a more coherent view of motivation, its content and mechanisms.
Any theories about motivation can be contradicted since these theories have many exceptions. It is important that these theories are considered general statements that have been confirmed through observational studies and are applicable only to the extent that they reflect and are influenced by individual behaviour. We might ask: “Why should we even pursue these topics if there are so many inconsistencies, exceptions, and variables that affect conclusions?”. If we are searching for scientific evidence that is universally applicable, we may be wasting our time, but if our goal is to better understand human behaviour and its impacts on personal performance, the insights gained from such theories and studies are invaluable.
Training – Introduction – Definition – Scope – Objectives – Benefits of Training – Designing of effective Training – Opportunities and Challenges for Training – Learning – Training – Development – Education – Meaning – Concepts – Differences
Need Assessment – Reasons for analyzing the Training Needs – Identification of Training Needs – Steps to conduct a Need Assessment – TNA Model – Organizational Analysis – Operational Analysis – Person Analysis – Gather data for TNA
Training Design – Introduction – Perspective for Designing training – Building a Training Design – Learning Objectives – Components and Methods – Training Process – Key factors in designing – General features of good demonstration – Training of Trainers programs – Skills of an effective Trainer
Methods of Training – On-the-Job – Off-the-Job – Management Games, Case study method, Role play method – In-basket Exercises, Laboratory training – Experiential Learning Techniques – Brain storming, Syndicate method, Discussion method, Outward Bound Learning, Sensitivity Training in Organization – A practical tool – The Fish Bowl Exercise - E-Learning and use of Technology as Training
Training Evaluation – Introduction – Reasons for evaluating training – Outcomes used in the evaluation of the training programs – Factors determining the outcomes of Evaluation – Evaluation Techniques and Instruments – Resistance to training evaluation – Future of Training and Development
Department of Management- ORGANIZATION DEVELOPMENT
FEATURES OF OD
Comprehensive Change
Long-range Change
OD AND MANAGEMENT DEVELOPMENT
OD INTERVENTIONS
Grid Organisation Development:
Management By Objectives:
Process Consultation:
Identify that influence employee behavior
Describe outcomes resulting from behavior and tell how they influence future behavior
State how a supervisor’s leadership and expectations for employees can affect their behavior
Define motivation and describe the main approaches to understanding motivation at work
Theories of Motivation in Organizational BehaviorMasum Hussain
Most employers today would like to have their employee’s motivated and ready to work, but do not understand what truly motivates a person. Companies could be more efficient if the employees had an invested interest in the future of the company. There are essential needs to be met for a person, specifically an employee, to succeed in the workplace. I will examine different theories of motivations, how they are relevant to the workplace, and how employers can implement the theories to ensure happy and motivated employees.
Human behaviour is as much a reflection of the differences between individuals as it is a reflection of their similarities. These individual differences are caused by a number of influences and characteristics. For example, personality traits focus on individual differences that make each person a unique human being. Our biological make-up concentrates on how we function as a result of our evolution and human inheritance. Our behaviour is largely influenced by the system of rewards and punishments that are present in our environment. Our cognitive approach focuses on how our thinking and memory affects our behaviour. The fact that we are here at this time with immediate influences, and the ability to express a free will, may present the greatest influence of all.
It broadly addresses the topic of employee relations and work motivation. It examined theories and models of motivation that strive to answer the question of what motivates and how is motivation harnessed. At the individual level of analysis, there is a plethora of different approaches, most of which have some conceptual viability, empirical support and practical use. A critical task for future thinking and research is to integrate findings from diverse sources in order to be able to produce a more coherent view of motivation, its content and mechanisms.
Any theories about motivation can be contradicted since these theories have many exceptions. It is important that these theories are considered general statements that have been confirmed through observational studies and are applicable only to the extent that they reflect and are influenced by individual behaviour. We might ask: “Why should we even pursue these topics if there are so many inconsistencies, exceptions, and variables that affect conclusions?”. If we are searching for scientific evidence that is universally applicable, we may be wasting our time, but if our goal is to better understand human behaviour and its impacts on personal performance, the insights gained from such theories and studies are invaluable.
Training – Introduction – Definition – Scope – Objectives – Benefits of Training – Designing of effective Training – Opportunities and Challenges for Training – Learning – Training – Development – Education – Meaning – Concepts – Differences
Need Assessment – Reasons for analyzing the Training Needs – Identification of Training Needs – Steps to conduct a Need Assessment – TNA Model – Organizational Analysis – Operational Analysis – Person Analysis – Gather data for TNA
Training Design – Introduction – Perspective for Designing training – Building a Training Design – Learning Objectives – Components and Methods – Training Process – Key factors in designing – General features of good demonstration – Training of Trainers programs – Skills of an effective Trainer
Methods of Training – On-the-Job – Off-the-Job – Management Games, Case study method, Role play method – In-basket Exercises, Laboratory training – Experiential Learning Techniques – Brain storming, Syndicate method, Discussion method, Outward Bound Learning, Sensitivity Training in Organization – A practical tool – The Fish Bowl Exercise - E-Learning and use of Technology as Training
Training Evaluation – Introduction – Reasons for evaluating training – Outcomes used in the evaluation of the training programs – Factors determining the outcomes of Evaluation – Evaluation Techniques and Instruments – Resistance to training evaluation – Future of Training and Development
Department of Management- ORGANIZATION DEVELOPMENT
FEATURES OF OD
Comprehensive Change
Long-range Change
OD AND MANAGEMENT DEVELOPMENT
OD INTERVENTIONS
Grid Organisation Development:
Management By Objectives:
Process Consultation:
Identify that influence employee behavior
Describe outcomes resulting from behavior and tell how they influence future behavior
State how a supervisor’s leadership and expectations for employees can affect their behavior
Define motivation and describe the main approaches to understanding motivation at work
Designing Training Programs is important. The fourth chapter of Effective HR discusses the meaning and significance of training design. In this chapter, Training design models and the factors involved for designing a training program is discussed. Understand the motivation dynamics of trainees and the process of training design from this presentation by Welingkar’s Distance Learning Division.
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Management Training requires Assessment and Analysis which is explained in Effective HR. This presentation explains the significance of ‘needs analyses’ in training. Understand various types of training needs and the processes involved in Training Analysis, know the components of a training Needs Assessment and the methods for collecting data.
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Transfer of training refers to trainees ability to effectively and continuously applying what they learned in training to their jobs.
This can be knowledge, skills or behavior.
Helping employees to become effective in their jobs is one of the fundamentally HR management that any organization has to undertake. This slide explains the Training Methods Technique and Aids, bought to you by Welingkar’s Distance learning Division.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
4. Five Types of Learner Outcomes
Verbal
Information
Motor Skills
Intellectual
Skills
Attitudes
Cognitive
Strategies
5. Five Types of Learner Outcomes
VERBAL INFORMATION
includes names or
labels, facts, and
bodies of knowledge.
includes specialized
knowledge that
employees need in
their jobs.
6. Five Types of Learner Outcomes
INTELLECTUAL SKILLS
include concept and
rules.
These concept and rules
are critical to solve
problems, serve
customers, and create
products.
7. Five Types of Learner Outcomes
MOTOR SKILLS
include coordination of
physical movement.
8. Five Types of Learner Outcomes
ATTITUDES
a combination of beliefs
and feelings that
predispose a person to
behave a certain way.
Attitudes include:
a) cognitive component
b) affective component
c) intentional component
9. Five Types of Learner Outcomes
COGNITIVE
STRATEGIES
regulate the processes
of learning.
12. Reinforcement Theory
emphasizes that
people are motivated
to perform or avoid
certain behaviors
because of past
outcomes that have
resulted from those
behaviors
13. Reinforcement Theory
Process in Reinforcement Theory
1. Positive reinforcement – a pleasurable outcome
resulting from a behavior.
2. Negative reinforcement – is the removal of an
unpleasant outcome.
Extinction – the process of withdrawing positive or
negative reinforcers to eliminate a behavior.
Punishment – an unpleasant outcome after a behavior,
leading to a decrease in that behavior.
14. Reinforcement Theory
Type of Benefits
1. Job-related – learning an easier or more interesting
way to perform their job
2. Personal – meeting other employees who can serve
as resources when problems occur
3. Career-related – increasing opportunities to
consider new positions in the company
15. Reinforcement Theory
Types of Schedules
1. Ratio Schedules
a) Fixed–Ratio Schedule – reinforcement whenever
target behavior has taken place a given number of
times
b) Continuous Reinforcement – reinforcement
after each occurrences of target behavior
c) Variable-Ration Schedule – reinforcement after
several occurrences of target behavior
16. Reinforcement Theory
Types of Schedules
2. Interval Schedules
a) Fixed-Interval Schedule – reinforcement at a
given time interval after performance of target
behavior
b) Variable-Interval Schedule – reinforcement
occurring periodically after performance of target
behavior
17. Social Learning Theory
emphasizes that
people learn by
observing other
persons whom they
believe are credible and
knowledgeable
18. Social Learning Theory
According to social learning theory, learning new skills
or behaviors comes from:
1. Directly experiencing the consequences of using that
behavior or skill
2. The process of observing others and seeing the
consequences of their behavior
3. Learning is influenced by a person’s self-efficacy
Self-efficacy – a person’s judgment about whether he or
she can successfully learn knowledge and skills.
24. Processes of Social Learning Theory
Attention
Retention
Motivational
Processes
Motor
Reproduction
25. Attention
Attention is influenced by characteristics of the
model and the learner.
Learners must be aware of the skills or behavior they
are supposed to observe.
The model must be clearly identified and credible.
The learner must have the physical capability to
observe the model.
Learner who has successfully learned other skills or
behavior by observing the model is more likely to
attend to the model.
26. Retention
Learners must remember the behaviors or skills that
they observe.
Learners have to code the observed behavior and
skills in memory in an organized manner so they can
recall them for the appropriate situation.
Behaviors or skills can be coded as visual images or
verbal statements.
27. Motor Reproduction
Involves trying out the observed behaviors to see if
they result in the same reinforcement that the model
received.
The ability to reproduce the behaviors or skills
depends on the extent to which the learner can recall
the skills or behavior.
The learner must also have the physical capability to
perform the behavior or exhibit the skill.
28. Motivational Process
Learners are more likely to adopt a modeled behavior
if it results in positive outcomes.
Social learning theory emphasizes that behaviors that
are reinforced will be repeated in the future.
29. Goal Theories
Goal Setting Theory
assumes that
behavior results
from a person’s
conscious goals and
intentions
Goal Orientation
refers to the global
held by a trainee in
a learning situation
31. Need Theories
Help to explain the value
that a person places on
certain outcomes.
NEED is a deficiency that
a person is experiencing at
any point in time.
A need motivates a person
to behave in a manner to
satisfy the deficiency.
33. Maslow and Alderfer’s Need Theories
focused on Physiological Needs, Relatedness Needs,
and Growth Needs
They believed that person start by trying to satisfy
needs at the lowest level, than progress up the
hierarchy as lower-level needs are satisfied.
The major difference between Alderfer’s and Maslow’s
hierarchies of needs is that Alderfer allows possibility
that if higher-level needs are not satisfied, employees
will refocus on lower-level needs.
34. McClelland’s Need Theory
focused on needs for
achievement, affiliation, and
power
Need for achievement
relates to a concern for
attaining and maintaining selfset standards of excellence.
Need for affiliation involves
concern for building and
maintaining relationships with
other people and for being
accepted by others.
Need for power is a concern
for obtaining responsibility,
influence, and reputation.
35. Expectancy Theory
Expectancy theory suggests that a person’s behavior is based on
three factors: expectancy, instrumentality, and valence.
Expectancy beliefs about the link between trying to perform a
behavior and actually performing well. It is similar to self-efficacy.
Instrumentality is a belief that performing a given behavior is
associated with a particular outcome.
Valence is the value that a person places on an outcome.
Expectancy
Instrumentality
Valence
36. Adult Learning Theory
It was developed out of a
need for a specific theory
of how adults learn.
Pedagogy is the art and
science of teaching
children, dominated
educational theory.
Andragogy is the
theory of adult learning.
37. Adult Learning Theory
This model is based on several assumptions:
1. Adults have the need to know why they are learning
something.
2. Adults have a need to be self-directed.
3. Adults bring more work-related experiences into the
learning situation.
4. Adults enter into a learning experience with a
problem-centered approach to learning.
5. Adults are motivated to learn by both extrinsic and
intrinsic motivators.
38. Information Processing Theory
It gives more emphasis to the internal processes that occur when
training content is learned and retained.
The information processing model highlights how external events
influence learning. These events include:
1. Changes in the intensity or frequency of the stimulus that affect
attention.
2.
Informing the learner of the objectives to establish an expectation.
3.
Enhancing perceptual features of the material, drawing the
attention of the learner to certain features.
4. Verbal instructions, pictures, diagrams, and maps suggesting ways
to code the training content so that it can be stored in memory.
5. Meaningful learning context creating cues that facilitate coding.
6. Demonstration or verbal instructions helping to organize the
learner’s response as well as facilitating the selection of the correct
response.
45. Long-term Storage
Rehearsal – the simplest
learning strategy, focuses
on learning through
repetition.
Organizing – requires the
learner to find similarities
and themes in the training
material.
Elaboration – requires
the trainee to relate the
training material to other,
more familiar knowledge,
skills, or behaviors.
47. Generalizing
an important part of
learning process is not
only being able to
reproduce exactly what
was but also being able
to adapt the learning to
use in similar
48. Gratifying
refers to the feedback
that the learner receives
as a result of using
learning content
49. The Learning Cycle
FOUR STAGES OF LEARNING
Concrete
Experience
Reflective
Observation
Abstract
Conceptualization
Active
Experimentation
56. Born after 1980
Optimistic, willing to work and learn, and technology
literate
Appreciate diversity
Prefer a learning environment that includes teamwork
and technology
Like to learn by both working alone and helping
others.
Motivated to learn skills and acquire knowledge that
will help make their working lives less stressful and
increase their employability
57.
Born from 1961 to 1980
Need feedback and flexibility
Dislike close supervision
Value a balance between work and non-work
Prefer a self-directed learning environment
Respond best to training methods that allow them to
work at their own pace
Highly motivated learners who view training as a way
to increase their employability
Like to learn by doing, through experimentation and
feedback
58. Born between 1945 and 1960
Competitive, hard working, and concerned that all
employees be fairly treated
Respond well to interactive training activities
Like group activities
Like well-organized training materials with an
overview of the information and an easy way to access
more detailed information
59. Born between 1920 and 1944
Patriotic and loyal
Have great deal of knowledge of the history of
organizations and work life
Prefer a traditional training room with a stable, orderly
learning environment
Do not like to be put on the spot in front of other trainees
Value direct presentation of information and training
materials organized logically
Like trainers to ask them to share their experiences or
anecdotes
60. Implications of the Learning Process for
instruction
Instruction – refers to the characteristics of the environment
in which learning is to occur
1. Employees need to know why they should learn
2. Employees need meaningful training content
3. Employees need opportunities to practice
4. Employees need to commit training content to memory
5. Employees need feedback
6. Employees learn through observation, experience, and
interacting with others
7. Employees need the training program to be properly
coordinated and arranged
61. Objectives – refers to the purpose and expected outcome of
training activities.
Objectives can serve as goals, trainees need to
understand, accept, and be committed to achieving the training
objectives for learning to occur.
Objectives are useful for identifying the types of training outcomes
that should be measured to evaluate a training program’s
effectiveness.
A training objective has three components:
1) A statement of what the employee is expected to do (performance
or outcome).
2) A statement of the quality or level of performance that is
acceptable (criterion).
3) A statement of the conditions under which the trainee is
expected to perform the desired outcome (conditions).
62. Training context – refers to the physical, intellectual, and emotional
environment in which training occurs.
Techniques:
1.
Telling stories about others success in applying training content, especially
former trainees.
2. Showing how training relates to company goals and strategy.
3. Showing how trainees can use training content ideas at work.
4. Discussing examples or cases that remind trainees of the good and poor work
they have seen.
5. Repeating the application of ideas in different contexts.
6. Presenting evidence of the effectiveness of knowledge, skills, and behaviors.
7. Showing how the conditions that trainees face in training are similar to those
on the job.
8. Providing practice or application activities that can be used on the job.
9. Providing hard copies or electronic access to well-organized materials so
trainees can refer to them on the job or use them to teach others.
10. Allowing trainees to choose their practice strategy and how they want
training content presented.
63. Practice – refers to the physical or mental rehearsal of a task,
knowledge, or skill to achieve proficiency in performing the task or skill
or demonstrating the knowledge.
a) Pre-practice Conditions
Steps:
1) Provide information bout the process or strategy that will result in
the greatest learning.
2) Encourage trainees to develop a strategy to reflect on their own
learning process
Metacognition – refers to individual control over one’s thinking.
Two ways:
Monitoring – identifying the problem or task, evaluating one’s own
learning progress, and predicting what will occur as a result of
learning.
Control – identifying the specific steps for completing a task or
solving a problem, deciding how quickly or how much attention to
devote to the task, and deciding how to prioritize learning.
64. Provide advance organizers.
Help trainees set challenging mastery or learning goals.
Create realistic expectations for the trainees by
communicating what will occur in training.
6) When training employees in teams, communicate performance
expectations and clarify roles and responsibilities of team
members.
3)
4)
5)
b) Practice Involves Experience
Overlearning – trainees need to continue to practice even if
they have been able to perform the objective several times. It
helps the trainee become more comfortable using new
knowledge and skills and increases the length of time the
trainee will retain the knowledge, skill, or behavior.
Error Management Training – refers to giving trainees the
opportunities to make errors during training.
65. c)
1)
2)
3)
Massed versus Spaced Practice
Massed Practice Conditions - are those in which individuals
practice a task continuously without rest.
Spaced Practice Conditions – individuals are given rest
intervals within the practice session.
Characteristics of the Task
Overall task complexity – refers to the degree to which a task
requires a number of distinct behaviors, the number of choices
involved in performing the task, and the degree of uncertainty
in performing the task.
Mental requirements – refer to the degree to which the task
requires the subject to use or demonstrate mental skills or
cognitive skills or abilities to perform the task.
Physical requirements – refer to the degree to which the task
requires the person to use or demonstrate physical skills and
abilities to perform and complete the task.
66. d) Whole versus Part Practice
Whole practice – one option is that all tasks or
objectives should be practiced at the same time.
Part practice – another option that an objectives or task
should be practiced individually as soon as each is
introduced in the training program.
e) Effective Practice Conditions
Practice must involve the actions emphasized in the
training objectives, be completed under the conditions
specified in the training objectives, help trainees perform
to meet the criteria or standard that was set, provide
some means to evaluate the extent to which trainees
performance meets the standards, and allow trainees to
correct their mistakes.
67. Make trainees aware of how they are creating,
processing, and accessing memory because it is
important for trainees to understand how they learn.
Automatization – refers to making performance of a
task, recall of knowledge, or demonstration of a skill
so automatic that it requires little thought or
attention.
68. Feedback – is information about how well people are
meeting the training objectives.
Feedback should focus on specific behaviors and be
provided as soon as possible after the trainees
behavior.
Videotape is a powerful tool for giving feedback.
Feedback can also come from the tests and quizzes,
on-the-job observation, performance data, a mentor or
coach, written communications, or interpersonal
interactions.
69. One way employees learn is through observing and
imitating the actions of models.
Learning occurs through interacting with other
trainees in small groups during the training session as
well as back at work.
Communities of practice – refer to groups of
employees who work together, learn from each other,
and develop a common understanding of how to get to
work accomplished.
70. Training administration – refers to coordinating activities before, during, and
after the program.
Training administration involves:
1) Communicating courses and programs to employees.
2) Enrolling employees in courses and programs.
3) Preparing and processing any pertaining materials such as readings or tests.
4) Preparing materials that will be used in instruction.
5)
Arranging for the training facility and room.
6) Testing equipment that will be used in instruction.
7) Having back up equipment should equipment fail.
8) Providing support during instruction.
9) Distributing evaluation materials.
10) Facilitating communications between trainer and trainees during and after
training.
11) Recording course completion in the trainees training records or personal
files.
71.
72. Refer to processes within the
learner that must be present
for learning to occur.
These processes include how
information is registered,
stored in memory, and
recalled.
73. Refer to processes in the
learning environment that
facilitate learning.
These conditions include
the physical learning
environment as well as
opportunities to practice
and to receive feedback
and reinforcement.
74.
75. Training site – refers to the room where training will
be conducted.
A good training site offers the following features:
It is comfortable and accessible.
It is quiet, private, and free from interruptions.
It has sufficient space for trainees to move easily around
in, offers enough room for trainees to have adequate
work space, and has good visibility for trainees to see
each other, the trainer, and any visual displays or
examples that will be used in training.
76. a) Details to be considered in the training room:
Noise
Colors
Room
Structure
Lighting
Wall and
floor
covering
Meeting
room chairs
Glare
Ceiling
Electrical
outlets
Acoustics
78. Trainers, whether from inside or outside the
company, should have expertise in the topic and
experience in training.
How Trainers Can Make the Training Site and
Instruction Conducive to Learning
Creating a learning setting
Preparation
Classroom management
Engaging trainees
Managing group dynamics
79. Program design – refers to the organization and coordination of
the training program.
Effective program design includes:
Course Parameters – refer to general information about the
training program including the course title, description of the
audience, statement of purpose, goals of the
course, location, time, prerequisites, and name of the trainer.
Objectives
Types of Objectives
1)
Program Objectives – are broad summary statements of
the purpose of the program.
2) Course Objectives or Lesson Objectives – relate to
goals of the course or the lesson.
80. Effective program design includes:
The Detailed Lesson Plan – translates the content
and sequence of training activities into a guide that is
used by the trainer to help deliver the training.
Lesson Plan Overview – matches major activities of
the training program and specific time or time
intervals.