The document discusses learning and transfer of training. It covers various learning theories and their implications for instructional design. Some of the key topics include the five types of learner outcomes, conditions needed for learning and transfer, learning theories like reinforcement theory and social learning theory, promoting a learning orientation in trainees, and ensuring training content, practice, feedback and the work environment support learning transfer. The goal is for trainees to apply what they learn to their jobs.
This document discusses several theories of learning:
1) Reinforcement theory proposes that behavior is influenced by its consequences, and positive reinforcement strengthens behaviors while punishment weakens them.
2) Experiential learning theory emphasizes learning through experience and reflection in a cyclical process.
3) Different learning styles, like reflecting, thinking, and doing, affect how individuals learn best. Considering one's own style can improve learning.
4) Action learning links learning to real-world problems through small groups that regularly meet to help members learn from each other's experiences.
This document discusses several learning theories that can be applied to program design, including reinforcement theory, goal theory, social learning theory, expectancy theory, need theory, information processing theory, and adult learning theory. It also covers learning outcomes, processes, and styles. Program design considerations are outlined, such as site selection and preparation, as well as key components like design documents, templates, course plans, and overviews.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Models of Learning".
This document discusses theories of motivation and how supervisors can motivate employees. It covers content theories proposed by Maslow, McClelland, and Herzberg that focus on different human needs and motivators. Process theories discussed include Vroom's expectancy theory and Skinner's reinforcement theory. The document also examines using financial incentives for motivation and different pay plans, as well as intrinsic and extrinsic rewards. It provides tips for supervisors such as making work interesting, having high expectations, providing valued rewards, and treating employees as individuals.
This section discusses theories of training and learning, focusing on three domains: cognitive, affective, and psychomotor skills. It explains that in the 20th century, learning came to be seen as more complex than a simple transaction, with the role of instructors as important to student success. Researchers discovered multiple dimensions of learning, requiring different instruction methods. The domains are broad categories of learning types. Cognitive learning requires internalizing facts and information, and training stresses improving thinking and arranging learning effectively. Memory involves short-term, long-term, and sensory memory.
This document discusses communication theory and modern media. It defines communication as the process of sending and receiving information, which is at the heart of a supervisor's job. The communication process can break down due to noise, which can be resolved through feedback. Effective communication techniques include communicating from the receiver's perspective, learning from feedback, listening strategies, and overcoming barriers. Verbal messages include oral and written communication, while nonverbal messages are conveyed without words through gestures, posture, tone of voice and more. Formal communication follows organizational charts, while informal communication like gossip and rumors does not. The grapevine is the informal communication path within an organization.
This document discusses several theories of learning:
1) Reinforcement theory proposes that behavior is influenced by its consequences, and positive reinforcement strengthens behaviors while punishment weakens them.
2) Experiential learning theory emphasizes learning through experience and reflection in a cyclical process.
3) Different learning styles, like reflecting, thinking, and doing, affect how individuals learn best. Considering one's own style can improve learning.
4) Action learning links learning to real-world problems through small groups that regularly meet to help members learn from each other's experiences.
This document discusses several learning theories that can be applied to program design, including reinforcement theory, goal theory, social learning theory, expectancy theory, need theory, information processing theory, and adult learning theory. It also covers learning outcomes, processes, and styles. Program design considerations are outlined, such as site selection and preparation, as well as key components like design documents, templates, course plans, and overviews.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Models of Learning".
This document discusses theories of motivation and how supervisors can motivate employees. It covers content theories proposed by Maslow, McClelland, and Herzberg that focus on different human needs and motivators. Process theories discussed include Vroom's expectancy theory and Skinner's reinforcement theory. The document also examines using financial incentives for motivation and different pay plans, as well as intrinsic and extrinsic rewards. It provides tips for supervisors such as making work interesting, having high expectations, providing valued rewards, and treating employees as individuals.
This section discusses theories of training and learning, focusing on three domains: cognitive, affective, and psychomotor skills. It explains that in the 20th century, learning came to be seen as more complex than a simple transaction, with the role of instructors as important to student success. Researchers discovered multiple dimensions of learning, requiring different instruction methods. The domains are broad categories of learning types. Cognitive learning requires internalizing facts and information, and training stresses improving thinking and arranging learning effectively. Memory involves short-term, long-term, and sensory memory.
This document discusses communication theory and modern media. It defines communication as the process of sending and receiving information, which is at the heart of a supervisor's job. The communication process can break down due to noise, which can be resolved through feedback. Effective communication techniques include communicating from the receiver's perspective, learning from feedback, listening strategies, and overcoming barriers. Verbal messages include oral and written communication, while nonverbal messages are conveyed without words through gestures, posture, tone of voice and more. Formal communication follows organizational charts, while informal communication like gossip and rumors does not. The grapevine is the informal communication path within an organization.
The document discusses Jeroen J. G. van Merriënboer's holistic design approach to instructional design. The holistic design approach aims to address the problems of compartmentalization, fragmentation, and the transfer paradox that are common in traditional education. It advocates designing instruction around integrated rather than single objectives and using scaffolding and worked examples to support learners in developing complex skills for real-world application.
The document discusses strategies for teaching children in inclusive classrooms. It describes differentiated and embedded teaching approaches that are responsive to individual children's needs. Teachers should observe children to identify their strengths and plan appropriate support strategies. Explicit teaching strategies can be used before, during, and after activities to provide prompts, feedback, and reinforcement to children. The goal is to help children acquire cognitive and learning strategies through modeling, questioning, and other techniques. Strategies should aim to engage children and support their development.
The document discusses the learning process and its three stages: motivation, guidance, and practice. It explains that learning is an internal, mental process that is unique to each individual. Learning cannot be directly observed, but is recognized through changes in behavior and adaptation. The three stages involve: 1) motivating learners to pay attention, 2) using guidance techniques like chunking information to move it from short-term to long-term memory, and 3) practicing and integrating information through understanding, organization, and relating it to other information.
The document discusses five approaches to instruction: behavioral, cognitive, humanistic, social, and direct instruction. It provides details on each approach, including key figures, elements, effectiveness, and examples of using technology to support the approaches. The behavioral approach focuses on measurable objectives and skills practice. The cognitive approach facilitates meaningful learning and self-regulation. The humanistic approach emphasizes student-centered learning and meeting student needs. The social approach teaches collaborative learning skills. Direct instruction uses demonstration, guided practice, and feedback to teach skills.
This document provides an overview of various learning theories and considerations for program design. It discusses reinforcement theory, social learning theory, goal theories, need theories, expectancy theory, information processing theory, and adult learning theory. It also covers Kolb's learning cycle and learning styles. The presentation emphasizes that effective program design includes establishing course parameters, objectives, a detailed lesson plan with training structure and sequence, and evaluation. The goal is to facilitate meaningful learning through experience and feedback.
The document discusses several learning theories including reinforcement theory, social learning theory, goal setting theory, goal orientation theory, expectancy theory, adult learning theory, and information processing theory. It provides details on key aspects of each theory such as types of reinforcement, social learning processes, types of goals, goal orientation approaches, expectancy theory assumptions, adult learning principles, and information processing components. The document is presented by a group of six members who each cover one or two theories in detail.
Many people appear to object to the approximation of a 'culture of learning.'
Every formal education institution has a culture of its own, which imitates a system of implicit and explicit beliefs about learning.
Learning also has a cultural dimension that is the manner we see and perceive education which may shift depending on situations and environment.
A culture of teaching and learning is collaboratively constructed by students and teachers. It is about their expectations of 'what should be known' and 'who should experience it.'
The document discusses Flipped Learning, which is defined as an educational approach where direct instruction is delivered to students individually outside of the group learning space, typically through video lectures, and the in-class time is used for applying concepts, interacting with educators, and engaging in creative activities. It distinguishes Flipped Learning from simply flipping a classroom, noting that Flipped Learning incorporates four key pillars - flexible environments, learning culture, intentional content, and professional educators. The four pillars involve strategies like providing flexible learning spaces, cultivating student-centered learning, prioritizing concepts for direct instruction, and the educator taking on an observational role to provide feedback.
The document discusses Flipped Learning, which is defined as an educational approach where direct instruction is delivered to students individually outside of the group learning space, typically through video lectures, and the resulting group space is used for interactive learning and applying concepts under an educator's guidance. It distinguishes Flipped Learning from simply flipping a classroom, noting that Flipped Learning incorporates four key pillars - flexible environments, learning culture, intentional content, and professional educator - into the educational approach. The document then proceeds to define each of these four pillars in detail.
This document outlines Neil Stephenson's role as the PD/Outreach Coordinator at the Calgary Science School, which has a focus on inquiry-based learning, technology integration, and outdoor education. It describes some of the key strategies and practices that Stephenson uses to lead teacher change at the school, including establishing a consistent vision, promoting collaboration, cultivating a culture of sharing, examining student work, conducting lesson studies, and providing instructional supports and digital tools for teachers. The document also shares Stephenson's experience transitioning from a classroom teacher to a catalyst for change and highlights a case study around implementing digital portfolios.
To put it in context - we’re talking workplace transfer of learning.
Numerous studies have found that only 10-20% of learning is transferred back to the workplace after a learning initiative. With so many different terms being used in learning as to how we can solve this problem it can be confusing to navigate.
Take a look to see what has been done traditionally in this field, and what should be done to facilitate behavioural change in the workplace after a learning initiative.
Blended By Design: Student Readiness, Student Crisis Points, and Student TeamsEDUCAUSE
This document discusses strategies for preparing students for success in blended courses, including assessing student readiness, identifying potential crisis points, and utilizing student teams. It provides examples of readiness assessments and recommends determining if students are prepared for the course format or if additional support is needed first. Potential crisis points like technical issues are identified, and addressing student technological and learning needs is advised. The benefits of student teams, such as promoting accountability and idea exchange, are outlined. Strategies like assigning roles and using team contracts are presented.
The document discusses the differences between training and learning. It argues that a focus on learning, rather than training, is more effective as it develops the whole person from the inside out. Learning allows people to pursue their own interests and potential, while training is often seen as a chore. When organizations prioritize helping people learn and develop as individuals, it creates greater alignment between work and personal lives. The key is giving people choice in what and how they learn to align it with their interests, learning styles and pace of development.
This document discusses innovative strategies for nursing education. It describes several teaching methods including creative teaching using audio/visual tools and real-world learning, brainstorming, group discussion, problem-based learning, self-instructional modules, problem solving, workshop methods, programmed instruction, simulation, and web-based learning. Many of these methods aim to make classroom learning more engaging for students and promote skills like critical thinking.
The document discusses various perspectives on learning including what learning is, how it occurs, and different learning theories. It defines learning as acquiring, assimilating, and internalizing new inputs to enhance future self-learning. Key aspects covered include learning as a change in behavior, a process, and different orientations like behaviorism, cognitivism, and humanism.
5. understanding the developmental dimensions of learning jojo l. dela cruzAhL'Dn Daliva
The document discusses the five developmental dimensions of learning: 1) Confidence and independence, 2) Strategies and skills, 3) Knowledge and understanding, 4) Use of prior and emerging experience, and 5) Reflection. It provides a brief description of each dimension, noting that confidence and independence involve congruence with abilities, skills, and content knowledge. Strategies and skills represent the know-how aspect of learning and performance mastery. Knowledge and understanding focus on content gained in subject areas. Prior and emerging experience involves connecting experience to work. Reflection is developing awareness of one's own learning process and analytical approaches to subjects. The document closes with a biblical quote.
The document discusses various theories of motivation from behavioral, social cognitive, humanistic, and other cognitive perspectives. It provides an overview of factors that influence motivation such as reinforcement, self-efficacy, need for achievement, interest, and self-perceptions. The behavioral view suggests students are motivated by rewards while the social cognitive view cites models and self-efficacy. A humanistic view emphasizes fulfilling deficiency and growth needs. Developing students' competence and identity can enhance motivation as can using technology that supports intrinsic and extrinsic motivation.
The Ants team was tasked with assisting Knod and Franklin Covey in implementing leadership strategies based on the Franklin Covey 7 Habits. The team developed a 4 day coaching plan using the GROW and OSKAR models. The plan included sessions on each of the 7 Habits with activities like using the mission statement builder, practicing active listening, and identifying ways to renew oneself. The goal was to help academic teams at Knod maintain strong communication, synergy, and interdependence through applying the principles from the 7 Habits.
Adult learning refers to learning beyond compulsory schooling that can take place in formal education programs, on-the-job training, or through self-directed learning. Andragogy is the method and practice of teaching adult learners, in contrast to pedagogy which focuses on teaching children. Some key aspects of andragogy are that it emphasizes self-directed, problem-based and collaborative learning rather than didactic teaching methods. Adult learners learn best when the instruction is relevant, interactive, practical, and respects their experience.
HR206 Week 5 Beal University- Traditional Training MethodsBealCollegeOnline
This chapter discusses traditional training methods, including lectures, audiovisual aids, on-the-job training, self-directed learning, apprenticeships, simulations, case studies, business games, role plays, behavior modeling, and adventure learning. It also covers team training and action learning. The chapter emphasizes that a variety of factors should be considered when choosing a training method, including the learning outcome, environment, cost, and effectiveness. Hands-on methods are generally more effective than presentation-only methods, though presentations have lower costs. When possible, using multiple training methods can capitalize on the strengths of each approach.
The document discusses various aspects of designing training programs. It covers selecting an appropriate training site and room setup, developing curriculum roadmaps and lesson plans, considering trainee characteristics and how to adapt training accordingly. It also discusses elements like promoting learning retention, facilitating knowledge transfer to the job, and obtaining management support. The goal of training design is to create an optimal environment, instruction, and follow-up actions to maximize learning outcomes.
The chapter discusses the importance of needs assessment in training. It identifies three levels of analysis in needs assessment: organization analysis, person analysis, and task analysis. Organization analysis examines whether training is the appropriate solution, and person analysis identifies who needs training and their characteristics. Task analysis describes the tasks and skills required for a job. The chapter also discusses different data collection methods and outlines steps for task analysis and developing competency models.
The document discusses Jeroen J. G. van Merriënboer's holistic design approach to instructional design. The holistic design approach aims to address the problems of compartmentalization, fragmentation, and the transfer paradox that are common in traditional education. It advocates designing instruction around integrated rather than single objectives and using scaffolding and worked examples to support learners in developing complex skills for real-world application.
The document discusses strategies for teaching children in inclusive classrooms. It describes differentiated and embedded teaching approaches that are responsive to individual children's needs. Teachers should observe children to identify their strengths and plan appropriate support strategies. Explicit teaching strategies can be used before, during, and after activities to provide prompts, feedback, and reinforcement to children. The goal is to help children acquire cognitive and learning strategies through modeling, questioning, and other techniques. Strategies should aim to engage children and support their development.
The document discusses the learning process and its three stages: motivation, guidance, and practice. It explains that learning is an internal, mental process that is unique to each individual. Learning cannot be directly observed, but is recognized through changes in behavior and adaptation. The three stages involve: 1) motivating learners to pay attention, 2) using guidance techniques like chunking information to move it from short-term to long-term memory, and 3) practicing and integrating information through understanding, organization, and relating it to other information.
The document discusses five approaches to instruction: behavioral, cognitive, humanistic, social, and direct instruction. It provides details on each approach, including key figures, elements, effectiveness, and examples of using technology to support the approaches. The behavioral approach focuses on measurable objectives and skills practice. The cognitive approach facilitates meaningful learning and self-regulation. The humanistic approach emphasizes student-centered learning and meeting student needs. The social approach teaches collaborative learning skills. Direct instruction uses demonstration, guided practice, and feedback to teach skills.
This document provides an overview of various learning theories and considerations for program design. It discusses reinforcement theory, social learning theory, goal theories, need theories, expectancy theory, information processing theory, and adult learning theory. It also covers Kolb's learning cycle and learning styles. The presentation emphasizes that effective program design includes establishing course parameters, objectives, a detailed lesson plan with training structure and sequence, and evaluation. The goal is to facilitate meaningful learning through experience and feedback.
The document discusses several learning theories including reinforcement theory, social learning theory, goal setting theory, goal orientation theory, expectancy theory, adult learning theory, and information processing theory. It provides details on key aspects of each theory such as types of reinforcement, social learning processes, types of goals, goal orientation approaches, expectancy theory assumptions, adult learning principles, and information processing components. The document is presented by a group of six members who each cover one or two theories in detail.
Many people appear to object to the approximation of a 'culture of learning.'
Every formal education institution has a culture of its own, which imitates a system of implicit and explicit beliefs about learning.
Learning also has a cultural dimension that is the manner we see and perceive education which may shift depending on situations and environment.
A culture of teaching and learning is collaboratively constructed by students and teachers. It is about their expectations of 'what should be known' and 'who should experience it.'
The document discusses Flipped Learning, which is defined as an educational approach where direct instruction is delivered to students individually outside of the group learning space, typically through video lectures, and the in-class time is used for applying concepts, interacting with educators, and engaging in creative activities. It distinguishes Flipped Learning from simply flipping a classroom, noting that Flipped Learning incorporates four key pillars - flexible environments, learning culture, intentional content, and professional educators. The four pillars involve strategies like providing flexible learning spaces, cultivating student-centered learning, prioritizing concepts for direct instruction, and the educator taking on an observational role to provide feedback.
The document discusses Flipped Learning, which is defined as an educational approach where direct instruction is delivered to students individually outside of the group learning space, typically through video lectures, and the resulting group space is used for interactive learning and applying concepts under an educator's guidance. It distinguishes Flipped Learning from simply flipping a classroom, noting that Flipped Learning incorporates four key pillars - flexible environments, learning culture, intentional content, and professional educator - into the educational approach. The document then proceeds to define each of these four pillars in detail.
This document outlines Neil Stephenson's role as the PD/Outreach Coordinator at the Calgary Science School, which has a focus on inquiry-based learning, technology integration, and outdoor education. It describes some of the key strategies and practices that Stephenson uses to lead teacher change at the school, including establishing a consistent vision, promoting collaboration, cultivating a culture of sharing, examining student work, conducting lesson studies, and providing instructional supports and digital tools for teachers. The document also shares Stephenson's experience transitioning from a classroom teacher to a catalyst for change and highlights a case study around implementing digital portfolios.
To put it in context - we’re talking workplace transfer of learning.
Numerous studies have found that only 10-20% of learning is transferred back to the workplace after a learning initiative. With so many different terms being used in learning as to how we can solve this problem it can be confusing to navigate.
Take a look to see what has been done traditionally in this field, and what should be done to facilitate behavioural change in the workplace after a learning initiative.
Blended By Design: Student Readiness, Student Crisis Points, and Student TeamsEDUCAUSE
This document discusses strategies for preparing students for success in blended courses, including assessing student readiness, identifying potential crisis points, and utilizing student teams. It provides examples of readiness assessments and recommends determining if students are prepared for the course format or if additional support is needed first. Potential crisis points like technical issues are identified, and addressing student technological and learning needs is advised. The benefits of student teams, such as promoting accountability and idea exchange, are outlined. Strategies like assigning roles and using team contracts are presented.
The document discusses the differences between training and learning. It argues that a focus on learning, rather than training, is more effective as it develops the whole person from the inside out. Learning allows people to pursue their own interests and potential, while training is often seen as a chore. When organizations prioritize helping people learn and develop as individuals, it creates greater alignment between work and personal lives. The key is giving people choice in what and how they learn to align it with their interests, learning styles and pace of development.
This document discusses innovative strategies for nursing education. It describes several teaching methods including creative teaching using audio/visual tools and real-world learning, brainstorming, group discussion, problem-based learning, self-instructional modules, problem solving, workshop methods, programmed instruction, simulation, and web-based learning. Many of these methods aim to make classroom learning more engaging for students and promote skills like critical thinking.
The document discusses various perspectives on learning including what learning is, how it occurs, and different learning theories. It defines learning as acquiring, assimilating, and internalizing new inputs to enhance future self-learning. Key aspects covered include learning as a change in behavior, a process, and different orientations like behaviorism, cognitivism, and humanism.
5. understanding the developmental dimensions of learning jojo l. dela cruzAhL'Dn Daliva
The document discusses the five developmental dimensions of learning: 1) Confidence and independence, 2) Strategies and skills, 3) Knowledge and understanding, 4) Use of prior and emerging experience, and 5) Reflection. It provides a brief description of each dimension, noting that confidence and independence involve congruence with abilities, skills, and content knowledge. Strategies and skills represent the know-how aspect of learning and performance mastery. Knowledge and understanding focus on content gained in subject areas. Prior and emerging experience involves connecting experience to work. Reflection is developing awareness of one's own learning process and analytical approaches to subjects. The document closes with a biblical quote.
The document discusses various theories of motivation from behavioral, social cognitive, humanistic, and other cognitive perspectives. It provides an overview of factors that influence motivation such as reinforcement, self-efficacy, need for achievement, interest, and self-perceptions. The behavioral view suggests students are motivated by rewards while the social cognitive view cites models and self-efficacy. A humanistic view emphasizes fulfilling deficiency and growth needs. Developing students' competence and identity can enhance motivation as can using technology that supports intrinsic and extrinsic motivation.
The Ants team was tasked with assisting Knod and Franklin Covey in implementing leadership strategies based on the Franklin Covey 7 Habits. The team developed a 4 day coaching plan using the GROW and OSKAR models. The plan included sessions on each of the 7 Habits with activities like using the mission statement builder, practicing active listening, and identifying ways to renew oneself. The goal was to help academic teams at Knod maintain strong communication, synergy, and interdependence through applying the principles from the 7 Habits.
Adult learning refers to learning beyond compulsory schooling that can take place in formal education programs, on-the-job training, or through self-directed learning. Andragogy is the method and practice of teaching adult learners, in contrast to pedagogy which focuses on teaching children. Some key aspects of andragogy are that it emphasizes self-directed, problem-based and collaborative learning rather than didactic teaching methods. Adult learners learn best when the instruction is relevant, interactive, practical, and respects their experience.
HR206 Week 5 Beal University- Traditional Training MethodsBealCollegeOnline
This chapter discusses traditional training methods, including lectures, audiovisual aids, on-the-job training, self-directed learning, apprenticeships, simulations, case studies, business games, role plays, behavior modeling, and adventure learning. It also covers team training and action learning. The chapter emphasizes that a variety of factors should be considered when choosing a training method, including the learning outcome, environment, cost, and effectiveness. Hands-on methods are generally more effective than presentation-only methods, though presentations have lower costs. When possible, using multiple training methods can capitalize on the strengths of each approach.
The document discusses various aspects of designing training programs. It covers selecting an appropriate training site and room setup, developing curriculum roadmaps and lesson plans, considering trainee characteristics and how to adapt training accordingly. It also discusses elements like promoting learning retention, facilitating knowledge transfer to the job, and obtaining management support. The goal of training design is to create an optimal environment, instruction, and follow-up actions to maximize learning outcomes.
The chapter discusses the importance of needs assessment in training. It identifies three levels of analysis in needs assessment: organization analysis, person analysis, and task analysis. Organization analysis examines whether training is the appropriate solution, and person analysis identifies who needs training and their characteristics. Task analysis describes the tasks and skills required for a job. The chapter also discusses different data collection methods and outlines steps for task analysis and developing competency models.
This document discusses organizational learning and factors that influence training effectiveness. It defines organizational learning as creating, sharing, and applying knowledge on an organization-wide basis. Key aspects that influence learning include identifying needs, designing learning programs, delivering training, and evaluating results. Motivation, social learning theory, and adult learning theory principles are also reviewed to maximize trainee motivation and learning. These include linking training to job needs, incorporating experiences, and providing a supportive learning environment.
HR206 Week 5 Beal University- Employee Development and Career ManagementBealCollegeOnline
The document discusses employee development and career management. It covers topics like development planning, approaches to development like formal education and job rotations, assessments, mentoring, succession planning, and onboarding. The overall document provides an overview of best practices and considerations for developing and managing employees' careers.
This document discusses training evaluation. It explains that evaluation is important to identify a program's strengths and weaknesses, assess what training elements are effective, determine who benefited from training, and calculate the financial costs and benefits. The document outlines Kirkpatrick's model of training evaluation, which includes measuring reactions, learning, behavior changes, and results. It also discusses different evaluation designs, outcomes to measure, and challenges in conducting evaluations. The goal of evaluation is to demonstrate a training program's value through outcomes like increased performance, productivity or reduced costs.
The document discusses social responsibility and legal issues related to training programs. It covers topics like managing diversity, preparing employees for cross-cultural assignments, career challenges, and addressing the needs of different types of employees. Specific areas of focus include developing effective training partnerships, avoiding legal issues, unconscious bias training, managing a diverse workforce, and programs for military veterans, older workers, and employees nearing retirement.
The document discusses learning theories and program design. It covers 5 types of learning outcomes, implications of learning theories for instructional design, and incorporating adult learning theory into training programs. It also examines how learners receive, process, store and act on information, and the internal and external conditions necessary for different types of learning outcomes. The purpose is to help trainers understand learning processes and apply learning theories to effectively design training programs.
Find the sweet spot of learner engagement by combining the bite-sized power of microlearning with the motivating effect of digital badges. By chunking your content to create microlearning-style tutorials and using digital badges to reward learners and mark their achievements, you will increase learner persistence and success in your online courses!
This document discusses strategic training and development in organizations. It begins by outlining how business strategy influences a company's training approach and needs. It then describes the strategic training process, which involves identifying the business strategy and strategic initiatives, translating those into training activities, and evaluating outcomes. Key factors that shape an organization's training include its characteristics, strategies, conditions, and staffing approach. Centralizing training can provide benefits but also disadvantages. Developing a corporate university or business-embedded learning is presented as strategic training models.
John keller's arcs model of motivational design - PPTArun Joseph
The document discusses John Keller's ARCS Model of Motivational Design, which is a prescriptive model for motivating learners. The ARCS model focuses on gaining Attention through perceptual or inquiry arousal, ensuring Relevance by emphasizing how the learning relates to the learner's experiences and goals, building Confidence through clear objectives and meaningful successes, and providing Satisfaction through opportunities to apply skills and receive feedback. The model aims to engage and motivate learners at each stage of the instructional design process.
Copy of step_professional_development_part_1plouis
The document provides information on team building activities, change management strategies, adult learning principles, learning styles, and presentation skills. It includes definitions of key terms like andragogy and discusses differences between how children and adults learn. Guidelines are presented for developing a Change Implementation Plan (ChIP) and tips are offered for effective delivery including establishing norms, controlling pace, and varying energy. The content emphasizes making learning relevant, allowing self-direction, and drawing on life experiences of adult learners.
This document discusses various theories and principles related to learning and human resource development (HRD). It covers topics like the basic definition of learning, principles of association and their influence on learning. It also discusses Gestalt theory of learning through insight. Further, it talks about limits of learning principles in training design, impact of instructional and cognitive psychology on HRD, and ways to maximize learning through trainee characteristics, training design, and transfer of training. The document also covers individual differences in learning rates and interactions between attributes and treatments. It concludes with discussing Gagne's theory of instruction.
Putting the Learner First - Adult Characteristics in the Online EnvironmentD2L
Interested in more free on adult learning characteristics? Check out this blog: http://bit.ly/1kwTmQi
Building engagement in learning is a critical component of successful learning programs and helps to foster employee engagement in your organizations. Learn about adult learner characteristics and how to best support them in online learning environments.
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
HR206 Week 1 Beal University- Introduction to Employee Training & DevelopmentBealCollegeOnline
The document provides an overview of training and development. It discusses how training helps companies deal with forces influencing the workplace like globalization and changing demographics. It also explains how training, development, informal learning, and knowledge management contribute to business success. Additionally, it describes the training design process and different roles for training professionals.
This document discusses adult learning theory and provides an overview of a course on learning patterns. It defines learning and describes how modern theory views learning as based on feelings, thoughts, and actions experienced during the learning process. The course aims to help students identify their individual learning patterns, analyze learning processes, and apply intentional learning techniques. It introduces the FIT model for adjusting learning patterns to meet task demands by forging, intensifying, or tethering different patterns. The goals are for students to increase self-awareness, enhance quality of relationships, and improve communication skills to find success in meeting learning challenges.
This module discusses consequence strategies to increase appropriate behavior in the classroom. It focuses on the importance of reinforcement and describes behavior specific praise as an effective strategy. Other acknowledgement strategies are presented such as behavior contracts, group contingencies, and integrity pledges. Examples and non-examples of specific praise are provided. The key elements of specific praise are that it is a verbal statement delivered immediately after the desired behavior that specifically names the behavior.
HR206 Week 5 Beal University- Technology- Based Training MethodsBealCollegeOnline
The document discusses how new technologies are influencing training methods. It describes various technology-based training methods like e-learning, mobile learning, simulations, and virtual/augmented reality. These methods allow learners more control over their learning and provide benefits like accessibility and cost savings compared to traditional classroom training. However, the document also notes limitations of some technology-based methods if not properly implemented. It emphasizes the importance of instructional design principles and blended approaches that combine technologies with in-person elements.
The personal change called Learning only matters on a case-by-case basis, and every individual is in some way unique. Even so, learning is a Type of experience that has an observable recurring pattern common to everyone.
Similar to HR206 Week 3 Beal University- Learning and Transfer of Training (20)
The document discusses the drivers and pressures for organizational change. It identifies that change comes from both external environmental pressures such as competition, regulations and technological changes as well as internal pressures like growth, leadership changes, and politics. Some of the key external pressures mentioned are globalization, hypercompetition, and reputation concerns. The document also examines why organizations may not change in response to environmental pressures or after crises, citing factors such as organizational learning difficulties and defensive priorities over innovation.
This document discusses evolutionary developmental biology and how changes in development can lead to evolutionary changes. It provides examples of modularity and molecular parsimony which help explain this. Modularity means parts of the body and DNA can develop differently. Molecular parsimony means organisms share developmental toolkit genes. The document then discusses specific examples like stickleback fish pelvic spines being due to different Pitx1 expression, and Darwin's finches having beak shape variations due to differing Bmp4 and Calmodulin expression levels. Mechanisms of evolutionary change include changes in location, timing, amount, or kind of gene expression.
Developmental plasticity allows an organism's phenotype to change in response to environmental conditions during development. There are two main types of phenotypic plasticity: reaction norms, where the environment determines the phenotype from a continuum of genetic possibilities, and polyphenisms, where discrete alternative phenotypes are produced. Examples include caterpillars changing appearance to match plant growth stages, frogs hatching early in response to vibrations, and temperature determining sex in crocodiles. Stressors like water levels can also influence development, as seen in spadefoot toads. Symbiotic relationships between organisms, like nitrogen-fixing bacteria in plant roots, are important to development and often involve vertical transmission from parents. Gut bacteria are also necessary for
This document discusses several genetic and environmental factors that can influence human development. Genetic factors like pleiotropy and mosaicism can result in syndromes with multiple abnormalities. The same genetic mutation can also produce different phenotypes depending on gene interactions. Environmental teratogens during critical periods of embryonic development can irreversibly damage organ formation, with alcohol, retinoic acid, and endocrine disruptors like bisphenol A and atrazine posing particular risks like fetal alcohol syndrome, cleft palate, lower sperm counts, and cancer. Both genetic and environmental heterogeneity contribute to the complexity of human development.
The endoderm forms the epithelial lining of the digestive and respiratory systems. It gives rise to tissues like the notochord, heart, blood vessels, and parts of the mesoderm. The endoderm comes from two sources - the definitive endoderm and the visceral endoderm. The transcription factor Sox17 marks and regulates the formation of the endoderm. The endoderm lines tubes in the body and gives rise to organs like the liver, pancreas, lungs and digestive system through the formation of buds and pouches along the foregut.
The document summarizes the development of the intermediate mesoderm and lateral plate mesoderm. The intermediate mesoderm forms the urogenital system including the kidneys, ureters, ovaries, fallopian tubes, testes and vas deferens. Kidney development occurs through the pronephros, mesonephros and metanephros stages. The lateral plate mesoderm splits into somatic and splanchnic layers and forms the heart through the merging of cardiac progenitor cells from both sides of the embryo. The heart tube loops to the right to begin resembling the four-chambered adult heart.
The paraxial mesoderm lies just lateral to the notochord and gives rise to vertebrae, skeletal muscles, and skin connective tissue. It is divided into somites which then form dermomyotomes and sclerotomes. Dermomyotomes develop into dermatomes that make dermis and myotomes that form back, rib, and body wall muscles. Sclerotomes form the vertebrae and rib cage. Somitogenesis occurs through a clock-wavefront model where somites sequentially segment from cranial to caudal regions under the influence of signaling molecules like retinoic acid and FGF.
The document summarizes ectodermal placodes and the epidermis. It discusses how placodes give rise to sensory structures like the eye lens, inner ear, and nose. It describes the different cranial placodes that form sensory tissues and nerves, including the anterior placodes that form the pituitary gland and eye lens. The intermediate placodes form nerves involved in sensation of the face and hearing/balance. The epidermis derives from surface ectoderm under the influence of BMPs and forms the protective outer layer of skin and its appendages like hair, sweat glands, and teeth.
- The neural plate transforms into a neural tube through a process called neurulation regulated by proteins like BMP and transcription factors like Sox1, 2, and 3.
- Primary neurulation involves the elongation, bending, and convergence of the neural folds before their closure at the midline to form the neural tube. Key regulation events involve hinge points at the midline and dorsolateral edges.
- Neural tube defects can occur if closure fails, as in spina bifida where the posterior neuropore remains open, preventing proper spinal cord development.
Mammalian development begins with fertilization and cleavage of the egg. The egg develops membranes that allow development outside of water. In mammals, the placenta exchanges gases and nutrients between the embryo and mother. Cleavage is rotational, with zygotic genes activating later than other animals. Cells compact and the morula forms an inner cell mass and trophoblast cells. The trophoblast secretes fluid to form a blastocyst cavity. The inner cell mass forms the epiblast and hypoblast, which generate the embryo and extraembryonic tissues through gastrulation. Axis formation is guided by gradients of genes like HOX and left/right asymmetries are regulated by proteins including Nodal.
- Drosophila melanogaster is a useful model organism for studying development due to its short life cycle, fully sequenced genome, and ease of breeding.
- Early Drosophila development involves syncytial cleavage where nuclei divide without cell division, specifying the dorsal/ventral and anterior/posterior axes.
- Fertilization occurs when sperm enters an egg that has already begun specifying axes; maternal and paternal chromosomes remain separate during early divisions.
This document summarizes key patterns in animal development. It describes that animals undergo gastrulation where cells migrate to form germ layers and axes. Animals are categorized into 35 phyla based on features like germ layers, organ formation, and cleavage patterns. It describes that diploblastic animals have two germ layers while most are triploblastic with three germ layers. Triploblastic animals are further divided into protostomes and deuterostomes based on mouth formation. The document also provides examples of cleavage patterns in snails which are spirally arranged in either a dextral or sinistral pattern determined by maternal factors.
1) Sex determination in mammals is primarily determined by the XY sex determination system, with females having XX and males having XY. The SRY gene on the Y chromosome causes the development of testes.
2) The gonads are initially bipotential but develop into either ovaries or testes based on the sex chromosomes. Testes secrete AMH and testosterone to direct male development while ovaries secrete estrogens for female development.
3) Gametogenesis includes the process of meiosis which produces haploid gametes from diploid germ cells in the gonads. In females, oogenesis begins in the embryo but arrests until puberty while spermatogenesis only occurs at puberty in males.
Stem cells are unspecialized cells that can divide and differentiate into specialized cell types. There are several types of stem cells defined by their potency, including totipotent stem cells found in early embryos, pluripotent stem cells in the embryo, and multipotent adult stem cells. Stem cell regulation is controlled through extracellular signals from the stem cell niche and intracellular factors that influence gene expression and cell fate. Researchers have also induced pluripotency in adult cells by introducing genes that code for key transcription factors.
This document discusses cell-to-cell communication and how it allows for the development of specialized tissues and organs through three main mechanisms: cell adhering, cell shape changing, and cell signaling. It describes how cells interact at the cell membrane through various receptor and ligand proteins. These interactions can be homophilic or heterophilic, and occur through direct contact between neighboring cells (juxtacrine signaling) or over short distances (paracrine signaling). Differential adhesion and cadherins allow cells to sort themselves into tissues based on adhesion strengths. The extracellular matrix and integrins also influence cell communication and development.
Differential gene expression refers to the process where different genes are activated in different cell types, leading to cellular specialization. While all cells contain the full genome, only a small percentage of genes are expressed in each cell. Gene expression is regulated at multiple levels, including differential transcription, selective pre-mRNA processing, selective mRNA translation, and posttranslational protein modification. The most common mechanisms involve regulating transcription through epigenetic modifications of chromatin and the use of transcription factors.
The document summarizes key stages in animal development from fertilization through organogenesis. It begins with fertilization and cleavage, followed by gastrulation where the three germ layers (endoderm, mesoderm, ectoderm) are formed. During organogenesis, organs develop from the germ layers. Metamorphosis may also occur to transition organisms like frogs from immature to sexually mature forms. Examples are provided of developmental processes in frogs and other model organisms like fruit flies and plants. Cell behavior and patterning during these stages are also discussed.
The document discusses considerations for small businesses when hiring employees. It covers deciding when to hire an employee, defining job roles, writing job descriptions, attracting and evaluating candidates, selecting the right hire, training employees, rewarding and compensating employees, and managing ownership and dividends when there are family business partners involved. The key aspects of setting up an employee program for a small business are planning job roles, writing thorough job descriptions, developing fair hiring and review processes, providing training, and establishing clear compensation and ownership structures.
This document discusses various legal issues that small business owners should be aware of, including:
- Understanding the different types of laws (federal, state, local) that may apply to a small business.
- Hiring an experienced small business attorney to provide legal advice and represent the business as needed.
- Choosing an appropriate legal structure for the business, such as a sole proprietorship, partnership, corporation, or LLC.
- Protecting the business name as intellectual property and complying with regulations regarding contracts, liability, taxation and other legal matters.
This document discusses risk management and insurance for small businesses. It begins by defining risk for business owners and identifying common sources of risk such as financial investments, theft, nonpayment of debts, and natural disasters. It then examines risks related to a business's property, personnel, customers, and intangible property. The document provides strategies for managing these risks, such as developing policies and procedures, securing valuable assets, and obtaining different types of insurance. It concludes by discussing ways for businesses to share risk through joint ventures, industry groups, and government funding programs.
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Profiles of Iconic Fashion Personalities.pdfTTop Threads
The fashion industry is dynamic and ever-changing, continuously sculpted by trailblazing visionaries who challenge norms and redefine beauty. This document delves into the profiles of some of the most iconic fashion personalities whose impact has left a lasting impression on the industry. From timeless designers to modern-day influencers, each individual has uniquely woven their thread into the rich fabric of fashion history, contributing to its ongoing evolution.
Starting a business is like embarking on an unpredictable adventure. It’s a journey filled with highs and lows, victories and defeats. But what if I told you that those setbacks and failures could be the very stepping stones that lead you to fortune? Let’s explore how resilience, adaptability, and strategic thinking can transform adversity into opportunity.
AI Transformation Playbook: Thinking AI-First for Your BusinessArijit Dutta
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Part 2 Deep Dive: Navigating the 2024 Slowdownjeffkluth1
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The global retail industry has weathered numerous storms, with the financial crisis of 2008 serving as a poignant reminder of the sector's resilience and adaptability. However, as we navigate the complex landscape of 2024, retailers face a unique set of challenges that demand innovative strategies and a fundamental shift in mindset. This white paper contrasts the impact of the 2008 recession on the retail sector with the current headwinds retailers are grappling with, while offering a comprehensive roadmap for success in this new paradigm.
50. LEARNING THEORIES Long Description
This slide presents different learning theories in different boxes (from left to right, top to bottom):
Reinforcement Theory
Social Learning Theory
Goal Theories
Need Theories
Expectancy Theory
Adult Learning Theory
Information Processing Theory
Jump back to LEARNING THEORIES
51. PROMOTING A LEARNING ORIENTATION Long Description
This slide presents different strategies for promoting a learning orientation from left to right:
Set goals around experimentation
Deemphasize competition
Create a community of learning
Provide constructive feedback when trainees make mistakes
Jump back to PROMOTING A LEARNING ORIENTATION
52. EXPECTANCY THEORY IMPLICATIONS Long Description
This slide presents the three components of expectancy theory in three boxes from left to right:
EXPECTANCY--ensure trainees are confident in their ability
VALENCE--provide and communicate valued rewards
INSTRUMENTALITY--ensure valued rewards are received if trainees successfully learn and transfer
Jump back to EXPECTANCY THEORY IMPLICATIONS
53. INFORMATION PROCESSING THEORY (2) Long Description
Information Processing Theory
This flowchart depicts the information processing theory.
The left end of the flowchart contains a vertically positioned rectangular box. The top portion of this box is labeled stimulus or
message. An arrow arises from the top right side of this box and leads to a smaller rectangular box that is labeled receptors
(eyes, ears, nose, and skin). An arrow arises from the right side of this box and leads to another box that is labeled sensory
register. An arrow arises from the right side of this box and leads to the next box that is labeled short-term memory. An arrow
arises from the right side of this box and leads to another box that is labeled long-term memory. An arrow arises from the left
side of this box and points at the box labeled short-term memory.
An arrow arises from the bottom of each of the boxes labeled short-term memory and long-term memory. These arrows point
downward at a rectangular box that is labeled response generator. An arrow arises from the left side of this box and points at
a box labeled effectors. An arrow arises from the left side of this box and points at the bottom right side of the vertically
positioned rectangular box. The content at the bottom of this rectangular box reads environment and feedback
reinforcement.
Jump back to INFORMATION PROCESSING THEORY (2)
54. MENTAL & PHYSICAL PROCESSESLong Description
At the bottom of the slide are different process for learning in different boxes (from left to right):
Expectancy
Perception
Working Storage
Semantic Encoding
Long-term Storage
Retrieval
Generalizing
Gratifying
Jump back to MENTAL & PHYSICAL PROCESSES
55. THE LEARNING CYCLE (1) Long Description
This slide presents the learning process with an arrow (from left to right):
Concrete experience: trainees encounter a concreate experience
Reflective observation: trainees think about the problem
Abstract conceptualization: trainees generate ideas how to solve the problem
Active experimentation: trainees implement ideas to solve the problem
Jump back to THE LEARNING CYCLE (1)
56. EMPLOYEES NEED TO COMMIT TRAINING CONTENT TO
MEMORY Long Description
This slide presents strategies to help trainees commit learning to memory in different boxes (from left to right, top to
bottom):
Help them understand how they learn
Emphasize important points and eliminate irrelevant content
Use a concept map to show relationships among ideas
Teach key words, provide a procedure, sequence, or visual image
Encourage trainees to take notes and engage in reflection
Have trainees engage in overlearning
Provide rest breaks during training
Use quizzes or boosters
Break courses into small chunks of learning using modules or microlearning
Have trainees complete pre-training work
Jump back to EMPLOYEES NEED TO COMMIT TRAINING CONTENT TO MEMORY