Professional Documents
Culture Documents
Training
Overview
Models of Learning
Reinforcement Theories Cybernetic & Information Theories Cognitive Theories & Problem Solving Experiential Learning Cycle
The learner and the organisation : transfer Model of Training Needs Analysis (TNA) : individual and organisational levels of analysis Special training and development needs : diversity management
Learning
Training and developmental activities are designed to bring about changes in behaviour Arnold, Cooper & Robertson (1998) Learning is a relatively permanent change in behaviour that occurs as a result of practice or experience Bass & Vaughan (1966)
Reinforcement Theories
Pavlov (1904) Classical Conditioning making dogs dribble Skinner (1965) Operant Conditioning teaching pigeons ping-pong
Watson & Rayner (1920) little Albert Nord (1969) application of Skinners positive reinforcement principles to org./mgmt practices N.B. Conditioning by punishment ?
Skills Analysis - what cues or stimuli an experienced worker is being guided by (e.g. typist : hunt & peck)
Reflect the way in which we learn to recognise and define problems or experiment to find solutions
trial & error deductive reasoning information seeking
Kohler (1973) Theory of Insight Learning or Discovery Learning (e.g. Chimps, bananas and sticks or Archimedes Eureka!!)
8 major varieties of learning, hierarchically related, each building on earlier, more simple abilities (which therefore act as prerequisites for more complex abilities)
Signal Learning (classical conditioning) Stimulus-Response Learning (operant conditioning) Chaining (connecting sequence of 2+ S-R units) Verbal Association (learning verbal chains) Discrimination Learning (different responses to similar stimuli) Concept Learning (common response to different stimuli in gp) Rule Learning (a chain of 2 or more concepts I.e. if A then B) Problem Solving (recombining old rules into new ones)
Experiential Learning
Kolb (1974) : Learning Cycle
Concrete Testing implications of concepts in new situations experience Observations & Reflections
Learner Motivation
Otto & Glaser (1970) : taxonomy of motivational factors in learning : achievement motivation, anxiety, approval, curiosity, acquisitiveness
Transfer
Training transfer occurs when new learning is used in new settings beyond those employed for training purposes (Arnold, Cooper & Robertson, 1998) Positive Learning Transfer
when learning that has already taken place on one task assists later learning on another vertical positive transfer : one subject acts as a basis for another (e.g. maths to statistics) lateral positive transfer : occurs when the same type of stimulus requires the same response (e.g. flight simulators) N.B. On- vs Off-the-job Training
Negative Transfer
when an old learning or past experience can hinder performance on a new task; when the same stimuli requires a different response (e.g. driving on right hand side)
Specify training goals (3 types) Determine training climate Identify legal constraints (vertical and horizontal) Determine resources available
determine who is going to provide necessary info ascertain key points of contact and their responsibilities anticipate problems and difficulties develop a TNA protocol
TA for TNA should provide a job specification (KSAs/competencies required). Training spec. derived from difference between employees current and ideal levels Reid & Barrington (1997) : 3 main TNA TA approaches (task identification & task element analysis)
Comprehensive Approach Key Task Analysis Problem-Centred Approach
Who in the organisation needs training What kind of training is needed KSA deficits - must have suitable performance criteria
performance appraisal ratings 360-feedback ratings KSAs of new recruits Development Centre ratings self-assessments
Retraining
learning how to learn the ageing workforce
Managing Diversity
cross-cultural training (increasing globalisation, multi-cultural societies) Equal Opportunities legislation