Employee training and development 5th chapter 04

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Employee training and development 5th  chapter 04

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Chapter Learning: Theories and Program Design McGraw-Hill/Irwin Copyright © 2010 by the McGraw-Hill Companies, Inc All rights reserved 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 4-2 Table 4.1 – Learning Outcomes 4-3 Learning Theories Reinforcement Theory Social Learning Theory Goal Theories Need Theories Expectancy Theory Information Processing Theory Adult Learning Theory 4-4 Learning Theories (cont.)  Reinforcement theory - emphasizes that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors Several processes in reinforcement theory are positive reinforcement, negative reinforcement, extinction, and punishment 4-5 Learning Theories (cont.)  Reinforcement theory 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 Trainers can withhold or provide job-related, personal, and career-related benefits to learners who master program content 4-6 Table 4.2 - Schedules of Reinforcement 4-7 Learning Theories (cont.)  Social learning theory - emphasizes that people learn by observing other persons (models) whom they believe are credible and knowledgeable  The theory recognizes that behavior that is reinforced or rewarded tends to be repeated 4-8 Learning Theories (cont.)  Social learning theory Learning new skills or behavior comes from: directly experiencing the consequences of using a behavior or skill, or the process of observing others and seeing the consequences of their behavior 4-9 Learning Theories (cont.)  Social learning theory Learning is also influenced by a person’s selfefficacy, which is a person’s judgment about whether he or she can successfully learn knowledge and skills A person’s self-efficacy can be increased using several methods: verbal persuasion, logical verification, observation of others (modeling), and past accomplishments 4-10 Table 4.6 - Features of Good Instruction That Facilitate Learning 4-30 Table 4.8 - Characteristics of Good Training Objectives 4-31 The Learning Process (cont.)  Metacognition - individual control over one’s thinking Two ways that individuals engage in metacognition are monitoring and control  Advance organizers - outlines, texts, diagrams, and graphs that help trainees organize the information that will be presented and practiced 4-32 The Learning Process (cont.)  Overlearning - Continuing to practice even after being able to perform the objective several times  Error management training - giving trainees opportunities to make errors during training; provides the opportunity for trainees to engage in metacognition 4-33 The Learning Process (cont.)  Practice can be massed, spaced, in whole, or in part  It must be related to the training objectives  Feedback is information about how well people are meeting the training objectives, and should be provided as soon as possible after the trainees’ behavior 4-34 The Learning Process (cont.)  Employees learn through observation, experience, and interacting with others  Communities of practice - groups of employees who work together, learn from each other, and develop a common understanding of how to get work accomplished 4-35 Table 4.11 - Internal and External Conditions Necessary for Learning Outcomes 4-36 Table 4.12 - Details to Consider When Evaluating a Training Room 4-37 Figure 4.4 - Examples of Seating Arrangements 4-38 Table 4.13 - Matching Training Rooms With Learning Requirements 4-39 Table 4.14 - Examples of how to get Trainees Involved 4-40 Table 4.15 - Design Document Template 4-41 Table 4.17 - Sample of a Detailed Lesson Plan 4-42 Table 4.18 - Features of an Effective Lesson Plan 4-43 Table 4.19 - Sample Lesson Overview 4-44 ... in the development of training lesson plans 4-13 Learning Theories (cont.)  Goal theories Goal orientation - the goals held by a trainee in a learning situation It includes learning and performance... Maslow’s and Alderfer’s need theories focused on physiological needs, relatedness needs, and growth needs 4-16 Learning Theories (cont.)  Need theories The major difference between Alderfer’s and. .. higher-level needs are not satisfied, employees will refocus on lower-level needs McClelland’s need theory focused primarily on needs for achievement, affiliation, and power 4-17 Learning Theories

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  • Slide 1

  • Slide 2

  • Table 4.1 – Learning Outcomes

  • Slide 4

  • Slide 5

  • Slide 6

  • Slide 7

  • Slide 8

  • Slide 9

  • Slide 10

  • Figure 4.1 - Processes of Social Learning Theory

  • Slide 12

  • Slide 13

  • Learning Theories (cont.)

  • Slide 15

  • Slide 16

  • Slide 17

  • Slide 18

  • Slide 19

  • Figure 4.2 - Expectancy Theory of Motivation

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