Chapter 4

Page: 159-195
Learning and

Dely & Mommam

Transfer of Training
 Page: 159
Objectives
To learn about

The implications of The implications of

5 types of learner Incorporate adult
learning theory for open and closed skills
outcomes learning theories and near and far transfer
training design

How learners receive, The internal conditions The features of

process, store, retrieve, and external conditions instruction and the work
and act upon information to learn each type of environment for learning
capability and transfer of training
 What is Learning? Model of Learning and Transfer Learning Outcomes

Page: 160
What is Learning?

Transfer
Learning
Important!
Important!

of Training
Important!

Permanent change in human capabilities Apply what they learned

include knowledge, skills, attitudes, to their jobs
behaviors, and competencies
A key part is to recall it.

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 What is Learning? Model of Learning and Transfer Learning Outcomes

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Generalization =
process of using a skill in
different settings

Maintenance =
process of retaining a skill by
practicing it

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 What is Learning? Model of Learning and Transfer Learning Outcomes

Learning Outcomes

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Verbal State, tell, or describe previously State 3 reasons to follow
Information stored information company safety procedures

Intellectual Apply concepts to solve problems Code a computer program that

Skills and generate novel products meets customer requirements

Motor Execute a physical action with Shoot a gun and consistently

Skills precision and timing hit a small moving target

Choose a personal course of action Choose to respond to all incoming

Attitudes mail within 24 hours

Cognitive Manage one’s own thinking and Use 3 different strategies to

learning processes diagnose engine malfunctions
Strategies

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Social Goal

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Learning Theories
Theory
Need
Theories
Information
Processing
Learning
Theory Theories Adult
Learning
Theory
Expectancy
Theory Reinforcement
Theory

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
Reinforcement Theory Reinforcement Theories Model
Individuals are motivated to perform or avoid

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behaviors because of past outcomes of behavior

Positive Punishment
Reinforcement

Extinction Negative
Reinforcement

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
Reinforcement Theory From a training perspective…

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Trainers need to identify what outcomes learners find most positive and
negative and then link these outcomes to acquiring new knowledge and skills.

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
Social Learning Theory

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Individuals learn by observing models of behavior, emulating behavior, and
receiving reinforcement and rewards

observing others, and seeing

directly experiencing the the consequences of their
consequences of using a skill behavior

Self-efficacy

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
Social Learning Theory

Page: 162
Four processes involved in learning

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Goal Setting Theory Goal Orientation
Goal Theories

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Goal Setting Theory
assumes that behavior results from a person’s conscious goals
and intentions. Goals influence a person’s behavior by
directing energy and attention, sustaining effort over time, and
motivating the person to develop strategies for goal attainment.

specific vague
challenging unchallenging

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Goal Setting Theory Goal Orientation
Goal Theories

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Goal Orientation
refers to the goals held by a trainee in a learning situation.

Learning orientation Performance orientation

Performance orientation
relates to trying to increase refers to a desire to look
ability and competence in a good in comparison to
task others
• Individuals with a
• People with a learning performance
orientation view orientation avoid
mistakes as useful for mistakes because
learning they do not want to
appear foolish

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 A need motivates a person to behave in a
Need Theories manner that satisfies the deficiency.

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Maslow’s
Alderfer’s Hierarchy
Theory McClelland’s Theory
• Need for achievement
Growth Self-Actualization need to achieve challenging
goals, prove something, and
Esteem recognition
Relatedness • Need for power
Social need to dominate and influence
others
Safety • Need for affiliation
Existence need to be a part of something
Physiological and desire social relationships

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Need Theories Implications

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Maslow’s
Hierarchy

ü Trainers should attempt to understand

Self-Actualization
learners’ needs, explain how training
Esteem will meet needs, and adapt training
ü If certain basic needs are not met,
Social motivation may suffer
Safety ü Training should not necessarily attempt
to meet all needs
Physiological

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Expectancy Theory A person’s behavior is based on three
factors: expectancy, instrumentality, and
valence.

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Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
Adult Learning Theory

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ü Adults have the need to know “why”
ü Adults have a need to be self-directed
ü Adults bring more work-related experiences
to the learning situation
ü Adults enter a learning experience with a
problem-centered approach
ü Adults are extrinsically and intrinsically
motivated
IMPORTANT!!!

Developing training programs

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
Adult Learning Theory IMPORTANT!!!

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Developing training programs

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
Information Processing Theory

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Give more emphasis to the internal processes that occur when training
content is learned and retained.

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
Closed v. Open Skills

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Closed Skills Open Skills
General learning
Objectives Specific skill
principles

Example

How to provide high-fidelity allow trainees to make mistakes

without fear of punishment
promote practice

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Identical elements Stimulus generalization Cognitive theory

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Stimulus
Identical elements
generalization
Training environment is General principles are
Emphasis identical to work applicable to many
environment. different work situations.
Training focuses on
Appropriate Training focuses on open skills.
closed skills. Work environment is unpredictable
Conditions Work environment features are
predictable and stable
and highly variable.

Type of
Near Far
Transfer

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Identical elements Stimulus generalization Cognitive theory

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Cognitive Theory of Transfer
Cognitive theory Meaningful material and
coding schemes enhance storage and recall of
Emphasis training content.
consider potential
applications of the training
Appropriate All types of training and environments content to their jobs
Conditions

Type of
Near and Far
Transfer

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Mental and Physical Processes Learning Cycle Implications

Learning depends on
- The learner’s cognitive processes
- Organizing the content in a mental representation
- Relating the content to existing knowledge from long-term memory

8 Processes of Learning Learning Strategies

1. Expectancy • Rehearsal: repetition
Informing the learner of the lesson objective
2. Perception
Emphasizing the features of the subject be perceived
3. Working Storage
Arranging lengthier material in chunks • Organizing: finding
4. Semantic Encoding similarities and themes
Providing learning guidance
5. Long-term Storage
Elaborating the amount to be learned
6. Retrieval
Providing cues that are used in recall • Elaboration: relating the
7. Generalizing material to other more
Designing situations in which learning applies familiar knowledge
8. Gratifying
Providing feedback about performance correctness

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Mental and Physical Processes Learning Cycle Implications

Learning Cycle Act

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I don’t have
enough SLEEP!
Work /
Doesn’t

Great, Apply Reflect

Let’s try
that!

I sleep like 5 hours/day

> I have difficulty going to sleep
drink a lot of coffee
> Coffee here is super strong

Maybe I try to
drink milk tea
instead and play
basketball to Conceptualize
make me tired?

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Mental and Physical Processes Learning Cycle Implications

Learning Styles

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Gets things done Understands People
Takes the lead Recognizes problems
Takes risks Engages in
Initiates brainstorming
Is adaptable + practical Is open-minded

Defines goals Plans

Makes decisions Defines problems
Reasons deductively Creates models
Defines problems Develops theories
Is logical Is patient

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Mental and Physical Processes Learning Cycle Implications

Features of Instruction and the Work Environment

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That Facilitate Learning and Transfer of Training
Objectives The purpose and expected outcome of training activities

Meaningful content Performance

Opportunities to practice or Outcome
What the employee is
Content to memory expected to do
Criterion Conditions
Quality or level of performance Conditions under which the
trainee is expected to perform
that is acceptable
the desired outcome

Feedback After training, the employee will be able to express concern [performance]
to all irate customers by offering a brief, sincere (fewer than 10-word)
Observation, experience, apology, in a professional manner [criteria],
and social interaction no matter how upset the customer is [conditions].

Proper coordination
Meaningful
content

• Linked to current job experiences

Self-management • Material should be familiar concepts, terms, and examples
• Content should be aligned with personal and professional goals
Work environment

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Mental and Physical Processes Learning Cycle Implications

Features of Instruction and the Work Environment

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That Facilitate Learning and Transfer of Training
Objectives Practice
• Involve the trainee actively
Meaningful content • Include overlearning + Error management training
• Take appropriate amount of time and unit of learning
Opportunities to practice

Content to memory Pre-practice

Feedback
Observation, experience,
and social interaction
Proper coordination
• Provide strategies that will result in the greatest learning
• Encourage trainees to reflect
• Provide advanced organizers
• Help trainees set challenging learning goals
• Create realistic expectations for trainees
• For training in teams, clarify roles and responsibilities

Self-management Whole Part Massed Spaced

Work environment

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Mental and Physical Processes Learning Cycle Implications

Features of Instruction and the Work Environment

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That Facilitate Learning and Transfer of Training
Objectives How to help Trainees Commit Training Content to Memory
Meaningful content

Opportunities to practice Boosters

Content to memory

Feedback

Observation, experience,
and social interaction

Proper coordination

Self-management

Work environment Reflection Automatzation Microlearning

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Mental and Physical Processes Learning Cycle Implications

Features of Instruction and the Work Environment

Page: 190
That Facilitate Learning and Transfer of Training
Objectives
Feedback = Self-management =
Meaningful content To know how well trainee meets a person’s attempt to control aspects of
training objectives decision-making and behavior
Opportunities to practice It should be specific and follow Involve
the behavior as closely as possible • Setting goals to use skills on the job
Content to memory • Identifying obstacles and ways to overcome
• Self-administering rewards
Feedback

Observation, experience,
and social interaction

Proper coordination

Self-management

Work environment

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Mental and Physical Processes Learning Cycle Implications

Features of Instruction and the Work Environment

Page: 186
That Facilitate Learning and Transfer of Training
Objectives Learn from INTERACTION!
With someone who similar to them (age/position)
Meaningful content
• Requires mastering a task that is
Opportunities to practice Content completed alone
• studying information and acting on it
Content to memory

Feedback
Observation, experience,
and social interaction
Proper coordination
&
• Requires mastering a task that is
completed in a group
Learner • Learners gain new knowledge or
validate their understanding by
discussing content with peers
• Best for in-depth topic exploration and
Instructor to develop strengths in critical analysis.
Learner • Discussion may be limited when large
amounts

Self-management Drawback

Work environment Communities of Practice (COPs) • Give away

personal advantage
• Info overload

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Mental and Physical Processes Learning Cycle Implications

Features of Instruction and the Work Environment

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That Facilitate Learning and Transfer of Training
Objectives
Pre-training
Meaningful content
1. Communicating courses to employees
Opportunities to practice 2. Enrolling employees in courses
3. Preparing pretraining materials, such as readings or tests.
Content to memory 4. Preparing materials that will be used in instruction
5. Arranging for the training facility and room
Feedback 6. Testing equipment
7. Having backup equipment
Observation, experience,
and social interaction During- and after-training
8. Providing support during instruction
Proper coordination 9. Distributing evaluation materials (e.g., tests or surveys)
Self-management 10. Facilitating communications between the trainer and trainees
11. Recording course completion in the trainees’ training records
Work environment

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Mental and Physical Processes Learning Cycle Implications

Features of Instruction and the Work Environment

Page: 190
That Facilitate Learning and Transfer of Training
Two-day Training
Objectives - Job related topic + Coaching
Climate for transfer = After 6 weeks - Presentation

Meaningful content
Opportunities to practice
Content to memory
Feedback
Observation, experience,
and social interaction
Proper coordination
Self-management
The work environment that - What have they learnt
- Challenge trainee to create 10 action plans
facilitates the use of trained skills
Positive
- Training monthly
• Supervisors and coworkers - 1-1 Manager-employee meeting
encourage transfer
• Task cues to use new skills
• Lack of punishment for
- Employees value free jackets and
using new skills
merchandise discounts > bonus
• Extrinsic reinforcement - Need to complete the training to get it
consequences
(Salary Increase) - Certificates/trophies with money
• Intrinsic reinforcement
- Digital Badges
consequences (Appreciation)

Work environment

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 Conditions Necessary for Learning Outcome

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Internal External
Conditions: Conditions:
processes within the processes in the learning
learner to learn including environment including
how information is opportunities to practice
registered, stored in and receive feedback
memory, and recalled. and reinforcement

Cognitive Learning Physical and Emotional Learning

• Lecture + Demonstration • Food ethics
• Guided Hands-on Practice • Psychology
• Trainee receives feedback • Languages
• Video after class • Team Supervision

Introduction Learning Theories Transfer of Theory Learning Process Emphasis for Outcomes
 The implications
5 types of learner
of learning theory
outcomes
for training design
The implications of
Incorporate adult open and closed skills
learning theories and near and far
transfer

How learners receive, The internal conditions The features of

process, store, and external instruction and the
retrieve, and act upon conditions work environment for
information to learn each type of learning and transfer
capability of training

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