Chapter 4 Learning: Theories and Program Design

McGraw-Hill"Irwin Copyright 2010 by the McGraw-Hill Companies, Inc. All rights reser e!.

What is Learning? What is Learned?

Learning - a relatively permanent change in human capabilities that is not a result of growth processes. These capabilities are related to specific learning outcomes.

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Table 4.1 Learning

utcomes

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Learning Theories
Reinforcement Theory Social Learning Theory

Goal Theories Need Theories Expectancy Theory Information Processing Theory Adult Learning Theory

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Learning Theories %cont.&

Reinforcement theory - emphasi!es that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors.
"everal processes in reinforcement theory are positive reinforcement# negative reinforcement# e$tinction# and punishment.

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Learning Theories %cont.&

'einforcement theory
The trainer needs to identify what outcomes the learner finds most positive and negative. Trainers then need to lin( these outcomes to learners ac)uiring (nowledge# s(ills# or changing behaviors. Trainers can withhold or provide *ob-related# personal# and career-related benefits to learners who master program content.
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Learning Theories %cont.&

Social learning theory - emphasi!es that people learn by observing other persons %models& whom they believe are credible and (nowledgeable. The theory recogni!es that behavior that is reinforced or rewarded tends to be repeated.

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Learning Theories %cont.&

"ocial learning theory
Learning new s(ills or behavior comes from+
directly e$periencing the conse)uences of using a behavior or s(ill# or the process of observing others and seeing the conse)uences of their behavior.

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Learning Theories %cont.&

"ocial learning theory
Learning is also influenced by a person,s selfefficacy# which is a person,s *udgment about whether he or she can successfully learn (nowledge and s(ills. - person,s self-efficacy can be increased using several methods+ verbal persuasion# logical verification# observation of others %modeling&# and past accomplishments.

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.igure 4.1 - /rocesses of "ocial Learning Theory

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Learning Theories %cont.&

0oal theories
Goal setting theory - assumes that behavior results from a person,s conscious goals and intentions. 0oals influence a person,s behavior by+
directing energy and attention. sustaining effort over time. motivating the person to develop strategies for goal attainment.

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Learning Theories %cont.&

0oal theories
0oal setting theory
1t is used in training program design. 1t suggests that learning can be facilitated by providing trainees with specific challenging goals and ob*ectives. The influence of goal setting theory can be seen in the development of training lesson plans.

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Learning Theories %cont.&

0oal theories
Goal orientation - the goals held by a trainee in a learning situation.
1t includes learning and performance orientation. Learning orientation - trying to increase ability or competence in a tas(. Performance orientation - learners who focus on tas( performance and how they compare to others.

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Learning Theories %cont.&

0oal theories
0oal orientation
1t affects the amount of effort a trainee will e$pend in learning %motivation to learn&. Learners with a high learning orientation will direct greater attention to the tas( and learn for the sa(e of learning in comparison to learners with a performance orientation. Learners with a performance orientation will direct more attention to performing well and less effort to learning.
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Learning Theories %cont.&

2eed theories
3elps to e$plain the value that a person places on certain outcomes. Need - a deficiency that a person is e$periencing at any point in time. 4aslow,s and -lderfer,s need theories focused on physiological needs# relatedness needs# and growth needs.

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Learning Theories %cont.&

2eed theories
The ma*or difference between -lderfer,s and 4aslow,s hierarchies of needs is that -lderfer allows the possibility that if higher-level needs are not satisfied# employees will refocus on lower-level needs. 4c5lelland,s need theory focused primarily on needs for achievement# affiliation# and power.

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Learning Theories %cont.&

2eed theories
"uggest that to motivate learning# trainers should identify trainees, needs and communicate how training program content relates to fulfilling these needs.
1f certain basic needs of trainees are not met# they are unli(ely to be motivated to learn.

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Learning Theories %cont.&

6$pectancy theory
1t suggests that a person,s behavior is based on three factors+
E pectancies - the lin( between trying to perform a behavior and actually performing well. !nstr"mentality - a belief that performing a given behavior is associated with a particular outcome. #alence - the value that a person places on an outcome.

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.igure 4.7 - 6$pectancy Theory of 4otivation

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Table 4.8 - 1mplications of -dult Learning Theory for Training

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Learning Theories %cont.&

1nformation processing theory
1t gives more emphasis to the internal processes that occur when training content is learned and retained. 1t highlights how e$ternal events influence learning# which include+
5hanges in the intensity or fre)uency of the stimulus that affect attention. 1nforming the learner of the ob*ectives to establish an e$pectation. 6nhancing perceptual features of the material %stimulus&# drawing the attention of the learner to certain features.

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Learning Theories %cont.&

1nformation processing theory
1t highlights how e$ternal events influence learning# which include+
9erbal instructions# pictures# diagrams# and maps suggesting ways to code the training content so that it can be stored in memory. 4eaningful learning conte$t %e$amples# problems& creating cues that facilitate coding. :emonstration or verbal instructions helping to organi!e the learner,s response as well as facilitating the selection of the correct response.
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.igure 4.8 - 4odel of 3uman 1nformation /rocessing

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Table 4.4- The 'elationship among Learning /rocesses# 1nstructional 6vents# and .orms of 1nstruction

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