Learning Theory

Stages of Learning Andersons

Model
Declarative learning
Obtaining factual knowledge without having
learned the conditions of applicability
Knowledge compilation
Transition process where learner turns declarative
knowledge into procedural knowledge
Proceduralized knowledge
It is the transition when learners go from knowing
what into know how and when to apply
knowledge
 Reinforcement Theory
Emphasizes that people are motivated to perform
or avoid certain behaviors because of past
outcomes that have resulted from those
behaviors
The training outcome may help to do the job
easier or more interesting
It may increase career opportunities
Design the program considering job-related,
personal, and career-related benefits to learners
who master program content
 Social Learning Theory
Emphasizes that people learn by observing other
persons (models) whom they believe are credible and
knowledgeable
Learning is also influenced by a persons self-efficacy,
which is a persons judgment about whether he or she
can successfully learn knowledge and skills.
A persons self-efficacy can be increased using several
methods: verbal persuasion, logical verification,
observation of others and past accomplishments
Design the program with these provisions and enhance
motivation
 Goal Setting Theory
Specific and challenging goals lead to higher
performance under certain conditions
The goals must be matched to abilities
Individual must accept the goals
Feedback concerning the degree to which goal is being
achieved is necessary
Design program with specific, challenging and
acceptable goals with the provision of feedback
 Equity & Needs Theories
Individuals compare their inputs & outcomes
with others and respond to eliminate
inequities, if any
Training may be viewed as input or output
Design the program that may be viewed as
input
Design the program that is need based
 Expectancy Theory
The strength of an act depends on:
The strength of the expectation that the act
followed by a given outcome &
The attractiveness of the out come
Make the program a low level outcome that
permits achievement of higher level outcome
 Adult Learning Theory
Adults have the need to know why they are
learning some thing (relevance of training to their
own life experience)
Learns best when they have a measure of control
over their learning process (self-directed)
Brings more their work-related experiences into
learning situation
Benefit from task or experience oriented learning
situations
Motivated to learn by both extrinsic and intrinsic
motivators (Malcom Knowles)
 Implications of
Adult Learning Theory for Training
 Trainee Readiness
Maturational and experiential factors in the
background of the learner
Lack of readiness may result in:
The belief that training is not useful
So I don't want to learn
So think of giving trainability test
 Trainability Tests
Measures ability to learn during training
A tool for selection of trainees
Assumption
A person who can demonstrate proficiency in learning on
a sample will learn in training and perform the job more
effectively after training
Examples :
1. Robertson & Downs tests for psychomotor abilities
2. Reilly & Israelskis Knowledge based tests
 Aptitude Treatment Interaction
A training program may not work equally
to all
Use alternative modes of instruction that
suit the individuals
 Other Learning Principles
Whole versus part leaning
Massed versus spaced learning
Automaticity
Overlearning