of 29
8/11/2019 Lecture 3 -Human Resource Development
1/29
Human Resource Development
Lecture 3
Learning and HRD
: Sonya Omer
1
8/11/2019 Lecture 3 -Human Resource Development
2/29
Todays Agenda
Learning and basic learning principles
Maximizing learning
Transfer of training
Adult learning theory
Learning styles, learning strategies, andperceptual preferences
2
8/11/2019 Lecture 3 -Human Resource Development
3/29
Learning
It defined as a relatively change in behavior,
cognition, or affect that occurs as a result ofonesinteraction with the environment
Focus is upon change
Change must be long-lasting The focus of learning can be cognitive,
behavioral, or affective
Results from the individuals interaction with
the learning environment
3
8/11/2019 Lecture 3 -Human Resource Development
4/29
Basic Learning Principles
Contiguity
things taught together become associated
with each other
Law of Effect a behavior followed by pleasurable
experience is likely to be repeated
Practice repetition increases association and
knowledge
4
8/11/2019 Lecture 3 -Human Resource Development
5/29
Improved Training Design
Task Analysis
Component Task Achievement
Task Sequencing
5
8/11/2019 Lecture 3 -Human Resource Development
6/29
Task Analysis
Break each task down into a series ofdistinct component tasks
Keep breaking tasks down to the
simplest level possible
6
8/11/2019 Lecture 3 -Human Resource Development
7/29
Component Task Achievement
Each task must be completed fullybefore the entire task may be performedcorrectly
You have to specify what is to be done,under what conditions, and how it is tobe evaluated
7
8/11/2019 Lecture 3 -Human Resource Development
8/29
Task Sequencing
Each component task should bearranged in the proper sequence
Some are serial tasks
Some can be done in parallel/similar
8
I t ti P t
8/11/2019 Lecture 3 -Human Resource Development
9/29
Instructiona Psyc o ogytomaximize learning
What must be done beforelearning can take place
Describe the learning goalto be achieved
Analyze the initial stateof the learner
Identify the conditions (instructional techniques,
procedures, materials) allowing the learner to gain
competence
Assess and monitor the learning process to determine
progress and whether alternatives techniques should be
used
9
8/11/2019 Lecture 3 -Human Resource Development
10/29
Maximizing Learning (Training)
Trainee Characteristics
Training Design
Transfer of Training
10
8/11/2019 Lecture 3 -Human Resource Development
11/29
Trainee Characteristics
Trainabilitytrainees readiness to learn
Motivation
Ability
Perception of the work environment
Personality and attitudes
11
8/11/2019 Lecture 3 -Human Resource Development
12/29
Training Design Issues
It involves the learning environment tomaximize learning
Conditions of practice
Retention of what is learned
12
8/11/2019 Lecture 3 -Human Resource Development
13/29
Conditions of Practice
Active practice
Spaced versus massed practicewhether
training is made 1 session or divide it Whole versus part learning
Overlearning
Knowledge of results (feedback)
Task sequencing-knowledge can learn moreeffective if divide into subtask
13
8/11/2019 Lecture 3 -Human Resource Development
14/29
Retention of What is Learned
Newly learned material is retained
Meaningfulness of the material
Degree of original learning
Interference Knowledge before training
Changes after training
14
8/11/2019 Lecture 3 -Human Resource Development
15/29
Transfer of Training
Does training make it to the job?
Positive transfer
Job performance improves after training
Zero transfer
No measurable changes
Negative transfer
Performance becomes worse after training
15
8/11/2019 Lecture 3 -Human Resource Development
16/29
Maximizing Transfer
Identical elementslearning similar withperformance situations
Physical fidelity
condition of training i.e. tools, equipments
matches performance situations same physically, same procedurally
Psychological fidelity
attach similar meaning to training andperformance situations
experience same stress as of originalperformance situation
16
8/11/2019 Lecture 3 -Human Resource Development
17/29
Identical Elements
The closer the training is to the job, theeasier it is to achieve transfer
Direct relationship to the job
Example: Customer service and angrycustomers
Role playing, business games, etc.
17
8/11/2019 Lecture 3 -Human Resource Development
18/29
Support in Work Environment
Transfer of training into workplace issupported
A continuous learning environment
Supervisors support and help developtraining
Training leads to promotion/better pay
Trainee has opportunity to perform
18
8/11/2019 Lecture 3 -Human Resource Development
19/29
Andragogy (M. Knowles)
Adults are self-directed
Adults already have knowledge andexperience
Adults are ready to learn relevant tasksAdults are motivated to learn
Adults expect to apply learning
immediately
19
8/11/2019 Lecture 3 -Human Resource Development
20/29
How to Assess Trainee Differences
Instrumentality
Does trainee think training is applicable?
Skepticism
Degree trainee questions and demandsfacts.
Resistance to Change
How well is change accepted?
20
How to Assess Trainee Differences
8/11/2019 Lecture 3 -Human Resource Development
21/29
How to Assess Trainee Differences2
Attention Span
How long can trainee focus on the lesson?
Expectation Level
What does trainee expect from thetrainer/training?
Dominant Needs
What drives/motivates the trainee?
21
How to Assess Trainee Differences
8/11/2019 Lecture 3 -Human Resource Development
22/29
How to Assess Trainee Differences3
Absorption Level How fast is new information accepted?
Topical Interest How interested is trainee in topic?
Self-Confidence Degree of independence and self-regard
Locus of Control
Can trainee implement training on job?
22
8/11/2019 Lecture 3 -Human Resource Development
23/29
Gerontology
Working with older people
Older people can and do develop
Older people should not be excludedfrom training
Training must be geared for adults, notchildren
Organizations must reward training
Look at overall career patterns
23
8/11/2019 Lecture 3 -Human Resource Development
24/29
Learning Styles
Lots of research in this area
Many different tests are available tomeasure:
Learning ability
Individual learning preferences
24
8/11/2019 Lecture 3 -Human Resource Development
25/29
Kolbs Learning Style Inventory
Among most popular tests used
Proposes four modes of learning:
Concrete Experience (CE)-more interpersonal
relation, feeling rather thinking Abstract Conceptualization (AC)- more thinking
Reflective Observation (RO)- watching
Active Experimentation (AE)- doing it
25
8/11/2019 Lecture 3 -Human Resource Development
26/29
Kolbs Learning Styles
Convergent Thinking and Doing
Divergent Feeling and Watching
Assimilation Thinking and Watching
Accommodative
Feeling and Doing
26
8/11/2019 Lecture 3 -Human Resource Development
27/29
Kolbs Learning Styles
CE
Accommodative Divergent
AE RO
Convergent Assimilation
AC
27
8/11/2019 Lecture 3 -Human Resource Development
28/29
Five Learning Strategies
Rehearsal strategies
Elaboration strategies
Organizational strategies
Comprehension monitoring strategiesAffective strategies
28
8/11/2019 Lecture 3 -Human Resource Development
29/29
29