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.

1. ORGANIZATIONAL
LEARNING, MOTIVATION
and PERFORMANCE
Lectured by AJEF

2. OBJECTIVES
• Understand the nature of learning and organizational learning.
• Recognize the preconditions for learning for both trainers and
trainees.
• Determine the issues that must addressed to best arrange the
training environment.
• Distinguish the factors that influence motivation to learn.
• Correlate the social learning theory to training.
• Value the important implications for training of the Adult learning
theory.

3. A learning organization is not just a management fad. It signifies a
strategic move and orientation on how organizations learn that can
make organization competitive and effective. In order to survive and
develop, organizations must have the capacity to learn and change,
willfully, constantly and speedily.
An organization’s knowledge is a basis of competitive and advantage.
The talent to learn faster than competitors is a source of sustainable
competitive advantage. Therefore organizations must transform
themselves into learning organization.

4. Understanding Learning And Organizational
Learning
Learning is a process of obtaining knowledge and skills that engage in
ones change behavior. It is the outcomes of experiences that allow an
individual to show newly obtain behaviors. It happens when a person
experiences a new manner of acting, thinking or feeling and find new
pattern useful and integrates it into the collections of behaviors. When
behavior has been learned, it can be considered already as skill.

5. Understanding Learning And Organizational
Learning
1. Verbal information - facts, knowledge, principles of information; known
also as declarative knowledge.
2. Intellectual skill – concepts, rules and procedures that govern may
activities in people’s daily lives like driving a car or shopping in the
supermarket; known also as procedural knowledge.
3. Cognitive skills – application I information and techniques and
understanding how and when to use knowledge and information.
4. Motor skills – synchronization and carrying out the physical movements
that entail the use of muscles like learning how to swim.
5. Attitudes – preferences and internal states link with one’s belief and
feelings; attitudes are learned and can be changed; they are regard as the
most complicated to win over through training.

6. Understanding Learning And Organizational
Learning
Organizational learning is the process of creating, sharing, diffusing,
and applying knowledge. Organizational learning however is not limited
to the sum of individual learning, or to the training system that enables
employees to learn and apply the learning in their performance. The
focus of organizational learning is on the systems that used to create
and distribute new knowledge on a organization wide basis. Therefore,
it is a dynamic process of creating and sharing knowledge.

7. Learning Cycle
1. Identification of Learning Needs – The process by which
organizations and individual systematically investigate current and
future learning requirements in relation to the operating
environment.
2. Learning Design – the development of the intervention (training, job
relation, etc.) to address the identified learning needs.
3. Delivery of Learning Program - The implementation of the learning
intervention at individual, group or organizational levels.
4. Learning Evaluation - Without evaluation organizations would not
know if the investment in learning had has the desired results.

8. PRECONDITIONS OF LEARNING
Prior to placement on any training programs learners must be ready to
learn. Trainees must be trainable, that is they have the ability to learn
and are motivated to learn. To have the ability to learn trainees must
acquire the knowledge and skills prerequisite to mastering the
materials. A way to assess motivation to learn is into inspects involved
trainees are in their own jobs and career planning. It is assumed that
highly involved individuals will have higher motivation to learn.
Trainees must know beforehand the value of the training program
they will participate in to guarantee of new behavior and use them on
their jobs. The benefits from the training must also be articulated in
advance to trainees. Incentives could strengthen their motivation to
learn the behavior, practice them and remember them.

9. PRECONDITIONS OF LEARNING
Trainees, on the other hand, must endeavor to get the support of
trainees and supervisors before actually implementing the program
specifically in sensitive topics of diversity, gender and race
discrimination. In order to gain the support of trainees, trainers should
emphasize the important intrinsic and extrinsic benefits of the
participating in the program. Trainers too can acquire more support of
other through soliciting their opinion on the substance of training, the
location and the times.

10. The Conditions of the Learning Environment
• Whole vs. part learning – trainees must learn each part separately from the
simplest to the most difficult but they must be shown the whole performance so
that they know their final goal is.
• Massed vs. spaced practice – spaced practice (practicing the new behavior and
taking rest periods in between)is more effective than massed practice (practicing
new behavior without reaks)especially for motor skill, spaced practice is also
more productive for long-term retention and for transfer of learning to work
setting than massed practice.
• Overlearning – overlearning is practicing far beyond the point of performing the
task successfully which is vital in both acquisition and transfer of knowledge and
skills; however it increase retention, makes the behavior more automatic and
helps trainees what they have learned back to the job setting; overlearning is
important for driving or flying skills so that in time of crisis the individual can
remember quickly what actions should be taken.

11. The Conditions of the Learning Environment
• Goal setting - this can aid employees improve their performance by directing
their attention to a particular behavior that require to be changed; specific and
challenging goals challenge individuals to reach higher levels of performance.
• Knowledge of results - in order for trainees to improve their performance, they
need timely and specific knowledge of results (feedback) which serves both
informational and motivational purposes.
• Attention - training programs and materials must be designed by trainers to make
certain that trainers will focus their attention to them; to seek attention training
environment must be comfortable to trainees(with good temperature, lighting,
seats, plenty of rooms, snacks)and free from distractions (phone calls ,
interactions from colleagues);it will difficult for trainees to learn if the
environment is not comfortable even if the trainees are highly motivated; trainers
can also translate learning objectives into related job issues to catch more
attention trainees.

12. The Conditions of the Learning Environment
• Retention – the retention ability is relevant to the effectiveness of the
training program; if materials presented is easy to understand and
remember there will be more retention on the part of the trainees;
methods to ensure retention includes:
presenting the overall picture of what is to be learned
using examples, concepts and terms familiar to trainees
organize materials from simple to difficult
periodically make recall through tests

13. Ensuring Employees Motivation For Learning
Motivation to learn is the aspiration to learn the content of the training
program. The desires consist of having the vigor to learn, directing the
vigor toward learning and exerting effort to learn even when
challenged with difficulties. Several factors influence motivation to
learn which places pressure on the mastery of all types training content
like knowledge, behavior and skill.

14. Managers need certain that employees’ motivation to learn is always at peak. They
can do this by:
1. making sure employees’ self-efficiency
2. considering the benefits of training
3. being aware of training needs, career interests and goals
4. comprehending working environment characteristic
5. ensuring employees’ basic skill levels

15. Social Learning Theory And Training
Albert Bandura and his associates developed the social learning theory,
a model of learning. One of the theory’s very essential contributions to
the science of learning is revealing that earning could happen exclusive
of any obvious behavior by the learner. That is, the learner does not
have to do anything but observe what I going on around him. No
behavior pattern to produce and no reinforcement given.

16. Adult Learning Theory
Throughout their lives people experience different learning environment. As
toddler learning consist of what, when, and how to learn. In the future this
learning is expected to be utilized. However, the problem is the
appropriateness of educating and training adults which differ in a lot of ways
compared to that of children.
Dissimilarities between a child and an adult in terms of learning paved the
way to the development of andragogy. Coined by Malcolm Knowles
andragogy is an adult-oriented approach to learning that considers the
differences between adult and child learners. Andragogy engages in making
the learning experiences of adults who are self-directed and problem-
centered and considers the learner’s existing knowledge and experiences. On
the contrary, pedagogy refers to the traditional approach of learning used to
educate children and youth.

17. Adult Learning Theory
1. Adults need to know rationale for training.
2. Adults must have some contributions into the planning and instruction of training
programs.
3. Adults should participate in the needs analysis and have contributions like training
content and methods.
4. The designers of the training programs must reflect on needs and interest of the
trainees.
5. The training content must be meaningful and useful to trainers’ work-related needs
and problems.
6. Trainers must be conscious of trainees’ experiences and utilize them as examples.
7. Adults can learn independently and may desire to do so.
8. Adults are motivated by both intrinsic and extrinsic rewards.
9. Adults must be given safe practice opportunities.

18. Adult Learning Theory
1. Adults need to know rationale for training.
2. Adults must have some contributions into the planning and instruction of training
programs.
3. Adults should participate in the needs analysis and have contributions like training
content and methods.
4. The designers of the training programs must reflect on needs and interest of the
trainees.
5. The training content must be meaningful and useful to trainers’ work-related needs
and problems.
6. Trainers must be conscious of trainees’ experiences and utilize them as examples.
7. Adults can learn independently and may desire to do so.
8. Adults are motivated by both intrinsic and extrinsic rewards.
9. Adults must be given safe practice opportunities.