324376373-Learning-and-HRD.pptx

1. Learning and HRD

2. INTRODUCTION.
• What comes to your mind when you first
listen to the word “learning” ?
• Goal : to change attributes, behaviour,
knowledge, and attitudes through learning.
• Learning is relatively permanent change in
behaviour, cognition or affect that occurs as a
result of one’s interaction with the
environment.

3. • Change :-
1. Can happen by acquiring something new ( like a
skill) or modify something already exists.
2. It must be long lasting
• Focus of learning includes change in
behaviour, cognition, or affect, or any
combination of the three.
• Finally, learning results from individual
interaction with the world.

4. BASIC LEARNING PRINCIPLES
• The cornerstone of learning theory is concept
of association, it is a process by which 2
cognitions become paired, so that thinking of
one evokes the other; e.g. dozen = 12 items.
• There are three principles that influence the
concept of associations:
1. Contiguity
2. The law of effect
3. Practice

5. AN ALTERNATIVE APPROACH
• Gestalt psychologists say that learning happens
suddenly in form of an insight, as in an epiphany
• Insight is seen as a sudden reconceptualization of
one’s experience that results in a new idea or in
discovering the solution to a problem
• The critique of this theory suggests that insight is
nothing but a transfer of learning from one
situation to the other, and when connected to
HRD cannot be very well defined into a particular
structure

6. LIMITS OF LEARNING PRINCIPLES IN
TRAINING DESIGN.
• The principles were a result of tightly
controlled lab settings and do not apply to
many real world settings.
• Gagne argued that training could be improved
using three techniques:
1. Task analysis
2. Component task achievement
3. Task sequencing

7. IMPACT OF INSTRUCTIONAL AND
COGNITIVE PSYCHOLOGY
• Traditional : focused on describing what
happens in learning situations
• Instructional : what must be done before
learning can take place
• Focused on acquisition of human competence
1. Describing learning goal
2. Analysing initial state of learner
3. Identify the conditions that allow the learner to
gain competence
4. Asses and monitor the learning process

8. • This instructional psychology is influenced by
cognitive psychology.
• Basically, adopting the language, methods,
and models that portray humans as
information processors, so as to develop
models and theories that explain how people
function.
• The foundation lies in cognitive architecture
which is fixed system of mechanisms that
underlies and produce cognitive behaviour.
• It helps in determining how humans process
info. And come to learn and understand the
world around them.

9. TWO VIEWS OF COGNITIVE
ARCHITECTURE
• Symbolic : notion that humans process info. In
form of symbol and language
• Connectionist : focuses on the way which info
Is processed on the neural level and draw
ideas from brain research and neurobiology.
• They are not mutually exclusive.
• The implication for HRD is that interventions
should be based on cognitive architecture that
explains how particular task or skill operates
and is learned. They promise to maximize the
learning.

10. MAXIMIZING LEARNING
• Three major areas that lay emphasis on
maximizing learning are:
1. Trainee characteristics
2. Training design
3. Transfer of training

11. TRAINEE CHARACTERISTICS
• The trainee’s personal characteristics will
influence how he or she learns new task and
information.
• It includes:
1. Trainability: focuses on the trainee’s readiness
to learn and combines trainee’s level of ability
and motivation with his/her perception of work
environment.
2. f(motivation X Ability X Perceptions of work env.)

12. • If either motivation or ability is lacking,
learning will not occur.
• The very high level of one cannot overcome a
very low level of the other.
• With less motivation : waste time and
resources
• With less ability : takes longer time to learn,
hence increasing length of training and it will
be expensive.
• It is also a function of the work environment.

13. PRETRAINING MOTIVATION
• The way trainee perceives training.
• Way in which individuals view their own
ability.
• Experiencing negative event in job prior to
training increases motivation, and
performance.
• Other factors that increase motivation are,
involvement in decisions about training,
perception that training will lead to benefits,
and perception of support.

14. TESTING OF TRAINEE
• Trainability approach : measure motivation
and ability of candidate for training and
selecting those who show level of trainability
• Second approach : complete part of training
programme and use their performance on
that section as predictor how well they will
perform during remainder of training. Train
and then select.

15. PERSONALITY AND ATTITUDE.
• Employee attitude towards career exploration
and job involvement impact learning.
• Personality traits related to employee learning
include locus of control, need for
achievement, independence and sociability.

16. TRAINING DESIGN
• It involves adapting learning environment to
maximize learning.
• Includes :
1. Conditions of practice
a. Active practice
b. Massed vs. spaced practice sessions
c. Whole vs. part learning
d. Knowledge of results ( feedback)
e. Overlearning
f. Task sequencing
2. Retention of what is learned
a. Meaningfulness of material
b. Degree of original learning
c. interference

17. TRANSFER OF TRAINING
• Transfer of training to the job situation is critically
important to the success of HRD efforts.
• Three forms of transfers:
1. Positive : improve the performance
2. Zero : no change
3. Negative : worsen the performance
• Near transfer : directly apply on the job with
little modifications
• Skill reproduction
• Far transfer : expanding/ using in new or
creative way.
• Skill generalization.

18. • Identical elements : more similar training and
performance situations in terms of stimuli
present and responses required more likely
training transfer will occur.
– Physical fidelity : condition of training program,
e.g. equipment, task, and surrounding.
– Psychological fidelity : extent to which trainees
attach similar meaning to both training and
performance situation.
• General Principles : learning fundamental
elements of a task will ensure transfer from
training
• Stimulus variability : involving trainee in
several different practice sessions.

19. SUPPORT IN WORK ENVIRONMENT
• Supervisory support :
– Encouragement to attend training
– Goal setting
– Reinforcement
– Behaviour modelling
• Support at organisation level :
– Transfer of training climate
– Presence of continuous learning work
environment
– Opportunity to perform

20. INDIVIDUAL DIFFERENCES IN
LEARNING PROCESS.
• Rates of progress
• Interactions between attributes and
treatment
• Training of adults and older workers

21. RATES OF PROGRESS
• People learn at different rates
• Best way to show rates is learning curves
• They provide useful feedback to both trainers
and trainees.
• If trainer notices a plateau, different
approaches, encouragement, other
interventions maybe needed.
• Can be used as baselines for communicating
expectations of progress to future trainees,
and helps trainees plan future sessions.

22. ATTRIBUTE TREATMENT INTERACTION
• It has been observed that some methods of
training maybe better suited to certain types
of people.
• Expectancy theory of motivation:
– When motivation is low, both high and low ability
individuals perform at low level.
– When motivation is high, difference in
performance is expected on the basis of ability.

23. COGNITIVE RESOURCE ALLOCATION
THEORY
• The attentional demands made by a task will
determine the contribution of both ability and
motivation to task performance
• Attentional demands change during skill
acquisition process.
– Declarative knowledge (AD : high)
– Knowledge compilation (AD : Moderate)
– Procedural knowledge (AD : low)
• Cognitive ability is related to attentional
resources an individual has, intelligence
predicts performance best during initial stage.

24. • Motivational processes place a limit on the
amount of available cognitive resources, that
and individual will apply to a task.
• Motivational processes that decide allocation
of cognitive resources take up cognitive
resources themselves, hence taking the
resources one might use to learn, hindering
the learning process.
• Ability and self efficacy are better predictors
of performance in early stages of skill
acquisition, whereas motivation is better
predictor during latter stages.

25. TRAINING ADULT AND OLDER
WORKERS
• Pedagogy
• Traditionally used for
instructional
methodology, has
emphasized educating
children and teenagers
through high school.
• Andragogy
• Adult oriented
approach based on four
hypothesis
– They’re self directed
– Have acquired
knowledge and
experience
– Greater readiness to
learn the task
– Are motivated to learn

26. • Andragogical techniques are designed keeping
in mind :
– Joint planning
– Self diagnosis
– Formulation of learning objective
– Collaborative teaching process
– Involvement of students in the evaluation of
success
• Demerits:
– Rigidity of paradigm
– Extent to which learners are viewed as
children/adult
– Lack of recognition

27. OTHER APPROACH FOR ADULT
LEARNING
Traditional learners
• Need motivation; unsure
• Raise few questions; have little
real world experience
• High tolerance for bureaucracy
• Resist participation; expect to
be told what to do
• Major focus on good grades
• Tend to be idealistic
• Restricted worldview
• Have few but more specific
expectations, if they are met
or not, consideration is less.
Non-traditional learners
• Highly motivated
• Raise many questions; need to
connect class with real world
• Low tolerance for bureaucracy
• Want to participate; dislike
being talked at;
• Interested in value addition
• Tend to be practical
• Considerable knowledge
• Have preconceived
expectations, if not met,
consider training as failure.

28. GERONTOLOGY
• Scientific study of old age and aging
• Five principles can be used for effective training
and development of older adults:
– Older workers can and do develop
– Supervisors need to realize the that they may exclude
older workers from training opportunities because of
unwarranted negative attitudes.
– Attention must be paid to motivation, structure,
familiarity, organization, and time
– Organizational climate must reward entry into training
and transfer of skills
– It must be considered within integrated career
perspective.

29. CONTINGENCY APPROACH TO ADULT
LEARNING
• These are few dimensions of assessing a trainee:
– Instrumentality
– Skepticism
– Resistance to change
– Attention span
– Expectation level
– Dominant needs
– Absorption level
– Topical interest
– Self – confidence
– Locus of control

30. LEARNING STRATEGIES AND STYLES
• Kolb's learning styles:
• Learning style represents how individual
choices made during the learning process
affect what information is selected and how it
is processed.
• Kolb theorised that an individual’s learning
style is based on person’s preferred modes of
learning.
• Modes of learning is the individual orientation
towards gathering and processing information
during learning

31. FOUR BASIC MODES OF EXPERIENTIAL
LEARNING.
1. Concrete experience (CE) :
– learning through experience
– Interpersonal relations and feelings as opposed
to thinking
2. Abstract conceptualization (AC) :
– by thinking about an issue in theoretical terms
3. Reflective Observation (RO) :
– To learn by watching and examining different
points of view to achieve an understanding
4. Active Experimentation (AE) :
– by actually doing it and judge its practical value.

32. KOLB’S FOUR LEARNING STYLES
1. Accommodative : Feeling and doing
– Executing plans
– Involvement in new experiences
2. Convergent : thinking and doing
– problem solving
– Decision making
– Practical application of ideas
3. Assimilation : thinking and watching
– Inductive reasoning
– Integration of observation into explanation
– Creation of theoretical models
4. Divergent : feeling and watching
– Emphasizing imagination
– Awareness of values
– Ability to generate

33. LEARNING STRATEGIES
• Behaviour and thoughts a learner engages in
during learning
– Rehearsal strategies
– Elaboration strategies
– Organizational strategies
– Comprehensive monitoring strategies
– Affective strategies

34. RECENT DEVELOPMENTS
• The ACT* approach :
– Focuses on changes that occur as learning
proceeds from knowing what to do (declarative
knowledge), to knowing how to do it (procedural
knowledge).
– There is a technique called model tracing used to
develop a computer tutoring program
• Step 1 : assumption – there is an ideal way of solving a
problem
• Step 2 : identify the mistakes that are commonly made
• Step 3 : develop a learning model containing all correct
and incorrect rules, with a set of assumptions about
how a student’s knowledge changes, after each step.

35. • The ACT-R approach :
– R stands for rational
– Contains revisions to the theory that have come
from continued research and technical
development
– It reflects the new findings about how declarative
knowledge became procedural knowledge

36. LEARNING TO REGULATE ONE’S OWN
BEHAVIOUR
• Experts develop self regulation and control
strategies through experience
• They monitor performance by –
– Checking their work
– Judging how difficult a problem is
– Allocating their time
– Assessing progress
– Predicting results of their efforts

37. EXPERT AND EXCEPTIONAL
PERFORMANCE
• It is defined as “consistently superior performance on a
specified set of representative tasks for a domain”
• They can perform on demand
• Acquired primarily under optimal environment conditions
• Acquired by deliberate practice over a period of decade or
longer
• Deliberate practice requires high motivation
• It leads to anatomical and physiological adaptation
• They structure their lives according to training regimes like
four 1 hour sessions
• It is facilitated through planning, reasoning and anticipation
• The experts are “experts” in a limited domain
• The age at which an individual can attain peak performance
varies based on domain

38. GAGNE’S THEORY OF INSTRUCTION
• It focuses on kinds of things people learn and
how they learn them
• There is no one best way to learn something
• The two main components of theory
– Taxonomy of learning outcomes (what is being
learned)
– Techniques needed to teach them

39. • Human performance could be divided into five
categories, each requires different set of
conditions for maximizing learning, retention,
and transfer:
– Verbal information : (declarative knowledge)
• Ability to state or declare something as fact or idea
– Intellectual skills : (procedural knowledge)
• Rules, concepts, and procedures to accomplish tasks
– Cognitive strategies : (strategic knowledge)
• Skills used to control learning, thinking and remembering
– Attitudes :
• State of mind influences which several behaviour we choose
– Motor Skills :
• Using your body to manipulate something (muscle memory)

40. • The five theories differ on:
– Human preference
– Requirements of learning
– Effects of learning
• Gagne argued that successful performance of
any given task requires learning one or more
of there categories.

41. •THANK YOU