Beruflich Dokumente
Kultur Dokumente
Y N Kaushal
Director, Enablers India
www.enablersindia.com/
appreciating concerns of the learning Teaching process and sensitizing them to the different ways of handling training methodologies.
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2. 3. 4. 5. 6. 7. 8. 9.
Overview of Training Methodologies: Logic and Process of Learning; Principles of Learning; Criteria for Method Selection; Skills of an Effective Trainer; Use of Audio-Visual Aids in training; Computer Aided Instruction; Distance Learning, Open Learning, E- Learning, Technologies Convergence and Multimedia Environment.
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3. 4. 5. 6. 7. 8. 9.
Overview of Training Methodologies: Logic and Process of Learning; Principles of Learning; Criteria for Method Selection; Skills of an Effective Trainer; Use of Audio-Visual Aids in training; Computer Aided Instruction; Distance Learning, Open Learning, E- Learning, Technologies Convergence and Multimedia Environment.
Audio based
Audio conferencing Book based discussion Case method Classroom Coaching Community involvement
Counseling
Cross functional job
Corporate sabbaticals
assignments Demonstration Developmental job placement Discussion group E-mail based training Games
Interactive classroom
Internal internships Intranet based training Job aids Job restructuring Job rotation Laboratory method
outside Mind mapping Multimedia CBT OJT Outside coaches Panel discussion
Pictographic
Practice exercises Practice role playing Practicum Professional org.
Self-study books
Simulations Storytelling Symposium Text based CBT Video based Video-conferencing
Web based
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3. 4. 5. 6. 7. 8. 9.
Overview of Training Methodologies: Logic and Process of Learning; Principles of Learning; Criteria for Method Selection; Skills of an Effective Trainer; Use of Audio-Visual Aids in training; Computer Aided Instruction; Distance Learning, Open Learning, E- Learning, Technologies Convergence and Multimedia Environment.
Learning
Learning can be defined formally as the act,
process, or experience of gaining knowledge or skills. In contrast, memory can define the capacity of storing, retrieving, and acting on that knowledge. Learning helps us move from novices to experts and allows us to gain new knowledge and abilities.
Learning
Any relatively permanent change
Incompetence
Unconscious
Incompetence
Conscious
Competence
Unconscious
Competence
Conscious
Plan/ Action
Reflection
Conclusion/ Theorizing
Testing the lessons learnt from the Apply/ Experimenting conclusions, so that they can be related and applied to similar situations in the future.
Learning Theory
Learning strengthens the brain by building new pathways
and increasing connections that we can rely on when we want to learn more. Definitions that are more complex add words such as comprehension and mastery through experience or study. Physiologically, learning is the formation of cell assemblies and phase sequences. Children learn by building these assemblies and sequences. Adults spend more time making new arrangements than forming new sequences. Our experience and background allow us to learn new concepts.
Learning Theory
At the neurological level, any established
knowledge (from experience and background) appears to be made up of exceedingly intricate arrangements of cell materials, electrical charges, and chemical elements. Learning requires energy; re-learning and un-learning requires even more. We must access higher brain functions to generate the much-needed energy and unbind the old.
to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). Adult learning is problem-centered rather than content-oriented (Orientation). Adults respond better to internal versus external motivators (Motivation).
Learning Theories
Reinforcement Theory Social Learning Theory Goal Theories
Need Theories
Expectancy Theory
Reinforcement Theory
Emphasizes that people are motivated to perform or avoid
certain behaviors because of past outcomes that have resulted from those behaviors.
Positive reinforcement Negative Reinforcement
Extinction
Punishment
to acquire knowledge, change behavior, or modify skills, the trainer needs to identify what outcomes the learner finds most positive )and negative). Trainers then need to link these outcomes to learners acquiring knowledge, skills, or changing behaviors.
Schedules of Reinforcement
Ratio Schedules Fixed-ratio schedule Continuous reinforcement Variable-ratio schedule Interval Schedules Fixed-interval schedule Variable-interval schedule
observing other persons (models) whom they believe are credible and knowledgeable. Recognizes that behavior that is reinforced or rewarded tends to be repeated. The models behavior or skill that is rewarded is adopted by the observer.
from: directly experiencing the consequences of using behavior or skills, or the process of observing others and seeing the consequences of their behavior Learning is also influenced by a persons self-efficacy. Self-efficacy is a persons judgment about whether she can successfully learn knowledge and skills.
Attention
Retention
Motor Reproducti on
Physical Capability
Accuracy Feedback
Motivation al Processes
Reinforcement
Goal Theories
Goal setting theory assumes behavior results from a
persons conscious goals and intentions. Goals influence behavior by directing energy and attention, sustaining effort over time, and motivating the person to develop strategies for goal attainment. Research suggests that specific challenging goals have been shown to lead to high performance only if people are committed to the goal.
program design. It suggests that learning can be facilitated by providing trainees with specific challenging goals and objectives. The influence of goal setting theory can be seen in the development of training lesson plans.
Need Theories
Need theories help explain the value that a person
Expectancy Theory
Expectancy theory suggests that a persons behavior is
program (expectancy) Learning is linked to outcomes such as better job performance, a salary increase, or peer recognition (instrumentality) Employees value these outcomes
Expectancy
Effort Performance
Instrumentality
Performance Outcome
= Effort
Does Trainee Have Ability to Learn? Does Trainee Believe He Can Learn?
something. Adults have a need to be self-directed. Adults bring more work-related experiences into the learning situation. Adults enter into a learning experience with a problemcentered approach to learning. Adults are motivated to learn by both extrinsic and intrinsic motivators.
processes that occur when training content is learned and retained. This information can come from another person or the learners own observation of the results of his action. If the evaluation of the response is positive, this provides reinforcement that the behavior is desirable to be stored in long-term memory for use in similar situations.
Active Experimentation
T a t a
RO
AE
AC
Abstract Concept
Einstein
4 - 38
A lamp can never light another lamp unless it continues to burn its own flame. A Trainer can never really TRAIN unless he is still learning himself.