Maximizing Trainee Learning

Chapter #4

Transfer is the goal!!!

Learning that can apply to job Is ee trainable?

Eyes, hearing, reading learning problems Training anxiety (MBTI training) Break down materials into easy steps Opportunity labeling (giving value)

How can we best achieve transfer????

Please understand that Performance = Ability X Motivation

You may have to measure trainability #79 Trainability testing

Use standardized form of instructor demonstration

Applicant is asked to perform taskRecord and rate performance

Class Demonstration

Arrangement of learning environment

Training sites Quiet, accessible, enough space, break out rooms, lunch,

snacks for breaks, Training room

Noise, colors, lighting, chairs, glare, acoustics, room size Seating arrangements

Fan type seating Classroom Horse shoe Rounds

Prepare your learning environment

Does everything work? Back ups? Keep it neat and clean Hand outs When and how to give breaks Practice, practice, presentations

(special sections on presentation skills)

Learning

Is a relatively permanent change in on job behavior.

Adults learn differently

Pedagogy (child learning) PASSIVE LEARNERS Bring little experience Teacher make decisions about learning content

Andragogy (adult learning) (Knowles) Need to know why? Self directed Bring experiences Problem centered Learn by doing Motivation is both extrinsic and intrinsic

Therefore, a good trainer must be a facilitator of adult knowledge

Training that transfers allows practice.

Active practice Over learning Massed practice Distributive practice

Three StagesSequencing practice

Learning occurs in three stages Declarative

Factual knowledge

Knowledge computation Turns information into knowing

Proceduralized knowledge The use and reliance on new skills

(Anderson)

Feedback

Reinforcement theory You must have it Need for reward Need ASAP Results in self efficacy

Positive Negative None at all

Materials must represent value to trainee. Must be organized well #90

Tell them what you are to teachTeach themTell them what you taught them.

Explain overview Objectives and agenda

Present material Examples, visualization, experiential learning

Practice Teach simple skills first and work up to more

complex skills…Increases self efficacy.

Training must adapt to individual differences. You must understandwhere trainees are!!!!!

Diversity in the workplaceage, gender, language,

customs, cultures, organization levels,

Learning curves #94,95

Match training methods to trainee aptitudes Look #96, 97 fig. 4.6, 4.7

Learning styles(programs should allow for all styles) Activists

Need immediate experience

Reflectors Like to stand back

Theorists Deductive reasoners

Pragmatists Want to try out everything they learn

Behavior Modeling

Learn by imitation Role modeling

High self monitors Low self monitors

Training Theories of Motivation

Goal setting Reason for outcomes and objectives

Reinforcement theory

Expectancy TheoryEffort must lead to positive outcome

Transfer of Key Behaviors

Generalization Maintenance Identical elements Fidelity Near transfer Far transfer

3 possible results

+ transfer - transfer 0 transfer

only 10 % training dollars result in long term transfer

Only 40% training dollars is transferred immediately

Only 15% used in 1 year

Transfer stats

So how can you make transfer happen??? Needs analysis Gain Management

support Allow practice Give value Self management

programs Follow up programs Reward