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.

1. LEARNING
THEORIES
T R A I N I N G & D E V E LO P M E N T

2. GROUP MEMBERS
• Bimal Roy
• Catherine Francis
• Daisy Daniel
• Jasmine Sebastian
• Meera P. Nair
• Shency S

3. Learning Theories
 Reinforcement Theory
 Social Learning Theory
Goal Theories
 Goal Setting Theory
 Goal Orientation Theory
Need Theories
 Expectancy Theory
 Adult Learning Theory
 Information Processing Theory

4. REINFORCEMENT
THEORY &
SOCIAL
LEARNING
THEORY
C AT H E R I N E

5. REINFORCEMENT THEORY
• Reinforcement theory proposes that you can
change someone’s behavior using
reinforcements.
• Rewards – Reinforces Strengthens Behavior
• Punishments – Prevents the Behavior

6. REINFORCEMENT THEORY
Add to environment Remove from
environment
Strengthens Behaviour +ve Reinforcement -ve Reinforcement
Reduces Behaviour +ve Punishment -ve Punishment

7. TYPES OF REINFORCEMENT
• Positive Reinforcement
• Negative Reinforcement
• Positive Punishment
• Negative Punishment

8. POSITIVE REINFORCEMENT
• Strengthens behavior by adding a Positive reward to the
environment.
• E.g. Mother praises son for doing homework – Boy does the
homework everyday
• Positive reward – Praise
• Behavior - doing homework

9. NEGATIVE REINFORCEMENT
• Strengthens behavior by removing a negative reward from the
environment.
• E.g.. Neha hates it when her mom shouts at her not cleaning the
dishes, in order to avoid from mothers nagging she washes the
dishes as soon as she finishes the meal.
• Negative reward – mothers nagging
• behavior – cleaning dishes

10. POSITIVE PUNISHMENT
• Weakens behavior by adding a negative reward to the
environment.
• E.g.. Neha violates the college dress code , She gets scolded -
she makes sure that she comes in the proper dress code from
then on.
• Negative reward – getting scolded
• Behavior – violating dress code

11. NEGATIVE PUNISHMENT
• Weakens behavior by removing a positive reward from the
environment.
• E.g. Rose fights with her brother about the new toy , her mother
takes away the toy – fight ends.
• Positive reward – new toy
• Behavior - Fight

12. SOCIAL LEARNING THEORY
A. People learn by observing other people whom they believe
are credible and knowledgeable.
B. According to SLT, learning new skills or behavior comes from
one among the following –
o Directly experiencing the consequences of using that skill or
behavior. E.g. we do exercise – we become fit.
o The process of observing others and finding the consequences of
their behavior. E.g. Parvathy studies well – scores marks.
o Learning is influenced by the persons self efficacy .
Self efficacy – A persons judgment about whether he or she can
successfully learn knowledge and skills.

13. C. Process of social learning theory
1. Attention – It is the influenced by the characteristics of the
model and the learner.
model – The one who we are observing and learning from.
Must be clearly identified and credible.
learner - The one who learns.
Must be aware of the skills that they should observe
2. Retention – Remember in an organized manner whatever
they have observed, so they recall it when needed.
3. Motivational process – Trying out the observed skill or
behavior – to check if it gives the same result as the model
received
4. Motor reproduction – learners are more likely to adopt a
model behavior if the results are positive.

14. GOAL SETTING THEORY
J A S M I N E

15. WHAT IS A GOAL?
A Goal is a desired result or outcome that a
person or system plans and commits to
achieve.
TYPES OF GOALS
There are mainly two types of goals. They are:
• Long term goal
• short term goal
Long term goals consist of plans you make for
your future typically more than a year.

16. EXAMPLES
Become a mechanical engineer
Own my own company
Retire at age 55
Short term goals are ones that a person will
achieve in the near future, typically in less than
one year.
EXAMPLES
Get an A grade in Biology

32. GOAL ORIENTATION
S H E N C Y

33. GOAL ORIENTATION
Goal orientation refers to whether individuals
primarily strive to enhance their knowledge, skills,
and competence, referred to as a learning
orientation, or generally attempt to demonstrate
their abilities and expertise, referred to as a
performance orientation. Goal orientation helps to
predict sales performance, goal setting, learning
and adaptive behaviours in training,
and leadership.

34. GOAL ORIENTATION: MASTERY
Mastery: Goal is to truly understand or master the
task at hand; employees who are mastery-oriented
are:
1. Interested in self-improvement
2. Tend to compare their current level of
performance to their own prior performance

35. GOAL ORIENTATION:
PERFORMANCE
Performance: Goal is to demonstrate their ability
compared to others. employees who are performance-
oriented:
1. Are interested in competition
2. Are interested in demonstrating their competence,
and outperforming others
3. Tend to use other employees as points of
comparison, rather than themselves.

36. GOAL ORIENTATION:
MASTERY/PERFORMANCE
Mastery Performance
Approach Interested in truly
mastering an
academic task
Interested in
demonstrating that
they are more
competent than
employees(i.e., have
more ability than
others)
Avoidance Interested in avoiding
misunderstanding the
task
Interested in avoiding
appearing
incompetent or

37. GOAL ORIENTATION: EFFECT
ON LEARNING (I)
• Performance-avoidance goals result in few benefits
• Performance-approach goals may have adaptive value
(positively associated with task value, academic self-concept,
effort, and achievement)

38. EXPECTANCY
THEORY
D A I S Y

39. • Victor Vroom (1964) was the first to develop an expectancy
theory with direct application to work settings, which was later
expanded and refined by Porter and Lawler (1968) and others (
Pinder, 1987).

40. ASSUMPTIONS
BASED ON 4 ASSUMPTIONS
• People join organizations with expectations about their
needs, motivations, and past experiences.
• An individual’s behavior is a result of conscious choice.
• People want different things from the organization.
• people will choose among alternatives so as to optimize
outcomes for them personally.

41. EXPECTANCY THEORY
• Expectancy theory is a cognitive process of motivation that is
based on the idea that people believe there are relationships
between the effort they put forth at work, the performance they
achieve from that effort, and the rewards they receive from their
effort and performance.

42. • people will be motivated if they believe that strong effort will
lead to good performance and good performance will lead to
desired rewards.
• Vroom’s expectancy theory differs from the content theories of
Maslow, Alderfer, Herzberg, and McClelland in that Vroom’s
expectancy theory does not provide specific suggestions on what
motivates organization members.

43. ADULT LEARNING
THEORY
B I M A L

44. ADULT LEARNING THEORY -
ANDRAGOGY
 Introduced by Malcolm Knowles
 Theory and practice of education of adults.
 The entire range of formal and informal learning activities which are
undertaken by adults after a break since leaving initial education and
training, and which results in the acquisition of new knowledge and skills.
 Andragogy – Man Leading

45. Six assumptions related to motivation of adult learning;
• Need to know: Adults need to know the reason for learning something.
• Foundation: Experience (including error) provides the basis for learning
activities.
• Self-concept: Adults need to be responsible for their decisions on
education; involvement in the planning and evaluation of their instruction.
• Readiness: Adults are most interested in learning subjects having
immediate relevance to their work and/or personal lives.
• Orientation: Adult learning is problem-centered rather than content-
oriented.
• Motivation: Adults respond better to internal versus external motivators.

46.  Knowles suggested 4 principles that are applied to adult learning;

47. Example used to apply the principles to personal computer
training:
• Explain why certain skills are taught (functions, commands).
• Task oriented instead of memorizing. Tasks should be common
tasks .
• Take diversity into play. Acknowledge different learning levels
and experience.
• Allow adults to learn on their own and from their mistakes.

49. INFORMATION
PROCESSING
THEORY
M E E R A

50. INFORMATION PROCESSING
THEORY
• Seeks to understand how people acquire new information , how they
store information and recall it from memory , and how what they already
know guides and determines what and how they will learn .
• People process information in stages and there are limitations to how
much information can be processed at each stage.
• It explains how stimuli that enter memory systems are selected and
organized for storage and retrieval from memory.

51. INFORMATION PROCESSING THEORY INCLUDES THREE
COMPONENTS:
• SENSORY MEMORY
• WORKING MEMORY/SHORT TERM MEMORY
• LONG TERM MEMORY

52. SENSORY MEMORY
• A temporary storage that holds information as a person processes it.
• Lets in only those things which we can see, hear, taste, smell, and/or
touch.
• These memories, usually unconscious, last for a very short amount of
time, ranging up to three seconds.
• Sensory information catches our attention, and thus progresses into
working memory, only if it is seen as relevant, or is familiar.
• Initial processing.

53. WORKING MEMORYSHORT TERM
MEMORY
• A temporary storage that holds information as a person processes it.
• The stuffs we encode from sensory memory goes to short term memory.
• Storage capacity is limited and can only hold a limited number of pieces of
information at a time.
• activity, including selection of information, method of processing, meaning,
and finally deciding whether to transfer it to long term memory or forget it.
• Information is maintained in working memory through maintenance
(repetition) or elaborative rehearsal (the organization of information).

54. LONG TERM MEMORY
• Unlimited store house of information.
• Permanent store house of knowledge.
• LTM includes- Declarative knowledge, Procedural Knowledge, Conditional
Knowledge.
• The crucial factor of long term memory is how well organized the information is.
This is affected by proper encoding (elaboration processes in transferring to long
term memory) and retrieval processes (scanning memory for the information and
transferring into working memory so that it could e used).

55. Information processing skills can be enhanced by developing;
• Focusing skills : involve the determination of a situation and the
establishment of the appropriate ways to address it.
• Information gathering skills : involve the collection of information
around the situation and the formulation of questions that will clarify it.
• Remembering skills : involve encoding and recalling.
• Organizing skills : include comparisons, categorization, sequencing
and visual, verbal or symbolic representations.