Saks8e Ppts ch02 Final

PowerPoint
Presentation for
Managing Performance
through Training and
Development
Adapted by
Alan Saks
University of Toronto
Copyright © 2019 by Nelson Education Ltd. 2-1

Learning and Motivation

Learning Outcomes
After reading this chapter, you should be able to:
• Define learning and workplace learning and describe how
individuals learn through formal and informal learning
methods
• Describe how to classify learning outcomes
• Explain how people learn using the three stages of learning
and resource allocation theory
• Use Kolb’s learning model and the VARK model to
distinguish and describe the different ways people learn
and the implications for training

Learning Outcomes
• Compare and contrast the different theories of learning
and discuss their implications for training
• Describe the six core principles of andragogy and their
implications for training programs
• Explain goal-setting theory and why training motivation is
important for learning and training effectiveness
• Describe the model of training effectiveness

Introduction
• Understanding adult learning theory, how
people learn, and how their motivation for
learning is integral to a training program’s
success
• Organizations need to be strategic in their
approach to achieve organizational
effectiveness
• Training is the means to accomplish the goal
of learning

What Is Learning?
• Learning is the process of:
– Acquiring knowledge and skills
– Change in individual behaviour as a result
of some experience (formal or informal)

Workplace Learning
• Workplace learning:
– Process of acquiring job-related knowledge and skills
through both formal training programs and informal
social interactions among employees
• About 70 percent of learning comes from on-the-
job experiences and assignments; 20 percent
from relationships and interactions with others;
and 10 percent from formal learning activities
and events
• This breakdown is known as the 70-20-10 model

Workplace Learning
• Informal learning:
– Learning that occurs
naturally as part of
work and is not
planned or designed
by the organization
• Formal learning:
– Learning that is
structured and
planned by the
organization

Formal and Informal Learning

Informal Learning

Learning Outcomes:
Gagné’s Model
• Verbal information
• Intellectual skills
• Cognitive strategies (cognitive outcomes)
• Motor skills (skill-based outcomes)
• Attitudes (affective outcomes)

Learning Outcomes:
Kraiger and Colleagues’ Model
• Cognitive domain: verbal knowledge,

knowledge organization, cognitive strategies
• Skill-based outcomes: compilation,
automaticity
• Affective outcomes: attitudinal and
motivational

Implications of Learning Outcomes on
Training and Development
• A training program can focus on one or more
learning outcomes
• The extent to which a training program has an
effect on any of the outcomes depends in part
on the training objectives
• Training methods are more or less effective
depending on the learning outcome a
program was designed to influence
Implications of Learning Outcomes on
Training and Development
• Different instructional events and conditions
of learning are required for each of the
learning outcomes
• The more the learning outcomes are
interrelated, changes in one might result in
changes in another
• Learning generally occurs over a period of
time and progresses through a series of stages
Adaptive Character of Thought Theory:
Stages of Learning
1. Declarative
2. Knowledge
compilation
3. Procedural
knowledge

Adaptive Character of Thought Theory:
Stages of Learning

Implications of ACT Theory on T&D
• Recognizes that learning takes place in stages
(declarative knowledge, compilation,
procedural knowledge)
• Indicates that different types of learning take
place at different stages
• The effects of both cognitive ability and
motivational interventions on learning and
performance depend on the stage of learning

Resource Allocation Theory
• Suggests that individuals possess limited
cognitive resources that can be used to learn a
new task

Resource Allocation Theory
• Performance is determined by:
– Individual differences in attention and cognitive
resources
– The requirements of the task (task complexity)
– Self-regulatory activities (self-monitoring and self-
evaluation)

Learning Styles
• Individuals differ in how they prefer to learn and
how they learn best
• These differences in learning preferences are
known as learning styles
• Two models of learning styles:
– Kolb’s experiential learning theory
– Fleming’s VARK model

Kolb’s Learning Styles
• The way in which an individual gathers
information and processes and evaluates it during
the learning process
• The combination of learning modes (the way a
person gathers information and the way a person
processes information) results in a learning style


• People can learn best by using all four styles
• Kolb identifies a “learning cycle” in which
people use all four modes of learning in a
sequence
• Learning is most effective when all four steps
in the learning cycle are part of the learning
experience

Fleming’s Learning Styles
• An individual’s preferred ways of gathering,
organizing, and thinking about information
• There are four different perceptual preferences
for how people prefer to learn
• V = Visual
• A = Auditory/auditory
• R = Read/write
• K = Kinesthetic
Fleming’s Learning Styles
• It is possible to have a combination of two, three,
or four learning style preferences
• While some people might have one primary
learning style, others might have multiple
learning styles or what is known as a multimodal
learning style
• There is some evidence that students perform
better in courses in which the learning activities
match their learning style

Implications of Learning Style Theory
for Training
• People differ in the way they prefer to learn
• Motivation and success in training depends on
matching training (design, content, methods)
with learning style
• Design training programs to appeal to people’s
different learning styles
• Programs should be designed with each
learning mode as part of a sequence of
learning experiences
Implications of Learning Style Theory
for Training
• Instructors should use a multimodal approach
that includes activities and methods that will
appeal to the visual (e.g., diagrams, charts),
aural/auditory (e.g., lectures, discussions),
read/write (e.g., readings, handouts), and
kinesthetic (e.g., demonstrations, practice)
learning styles

Learning Theories
A. Conditioning theory
B. Social cognitive theory

Learning Theories:
Conditioning Theory
A. Conditioning theory (B.F. Skinner)
– Learning is a result of reward and punishment
contingencies that follow a response to a stimulus
– A stimulus or cue would be followed by a response,
which is then reinforced
– Strengthens the likelihood that response will occur
again and that learning will result
Note that both forms of reinforcement will increase or maintain behaviour

Learning Theories:
Conditioning Theory

Learning Theories:
Conditioning Theory
• The conditioning process involves:
– Shaping: the reinforcement of each step in a
process until it is mastered
– Chaining: the reinforcement of entire sequences
of a task
– Generalization: the conditioned response that
occurs in circumstances different from those
during learning

Learning Theories:
Social Cognitive Theory
B. Social cognitive theory involves social learning and
states that people learn by:
– Observing the behaviour of others
– Making choices about different courses of action to
pursue
– Managing their own behaviour in the process of
learning

Learning Theories:
• Social cognitive theory has 3 key components:
– Observation
– Self-efficacy
– Self-regulation

Learning Theories:
1. Observation: learning by observing the
actions of others and the consequences with
4 key critical elements:
a. Attention
b. Retention
c. Reproduction
d. Reinforcement

Learning Theories:
2. Self-efficacy:
judgments people
have about their
ability to successfully
perform a specific
task

Self-Efficacy
• Self-efficacy is influenced by 4 sources of
information (in order of importance):
a. Task performance outcomes
b. Observation
c. Verbal persuasion and social influence
d. Physiological/emotional state

Learning Theories:
3. Self-regulation: involves managing one’s own
behaviour.
– Self-regulated learning involves the use of
affective, cognitive, and behavioural processes
during a learning experience to reach a desired
level of achievement

Learning Theories:
• Self-regulation is a goal-oriented cyclical process
that involves:
– Observing and monitoring one’s own behaviour (self-
monitoring) as well as the behaviour of others
– Setting performance goals (goal setting)
– Practising and rehearsing new and desired behaviours
– Keeping track of one’s progress and performance
– Comparing performance with one’s goals (self-
evaluation)
– Rewarding oneself for goal achievement (self-
reinforcement

Implications of Conditioning Theory and
Social Cognitive Theory for Training
• Conditioning
– Trainees should be encouraged and reinforced
throughout the training process and training will
be more effective
– Training tasks should be broken into meaningful
parts so that trainees can be reinforced as they
learn each part (shaping), are reinforced for
performing the entire task during training
(chaining), and are reinforced for on-the-job
performance (generalization)

Implications of Conditioning Theory and
Social Cognitive Theory for Training
• Social cognitive
– Importance of training design in improving
learning
– Consider use of behaviour modelling, increasing
self-efficacy, and teaching trainees about self-
regulation in design of training
– Self-regulation prompts

Adult Learning Theory
Andragogy:
• An adult-oriented approach to learning that
takes into account the differences between
adult and child learners
Pedagogy:
• The traditional approach to learning used to
educate children and youth

Adult Learning Theory

Andragogy
• Six core assumptions about the adult learner:
– Need to know
– Learner’s self-concept
– Learner’s experience
– Readiness to learn
– Orientation to learning
– Motivation to learn

Implications of Adult Learning Theory
for Training
• Influences every stage of learning process
• Importance of design and instruction as a joint
collaborative process between trainer and
trainees
• Adults should have input into the training they
need and will receive (objectives, topics, content)
as well as how it is designed (training methods)
• Learning should be collaborative and supportive

Implications of Adult Learning Theory
for Training

Motivation
• The degree of persistent effort that one
directs toward a goal
• Motivation has to do with effort, or how hard
one works; persistence, or the extent to which
one keeps at a task; and direction, or the
extent to which one applies effort and
persistence toward a meaningful goal

Goal-Setting Theory
• A goal is the object or aim of an action
• Goals are motivational as they direct people’s
efforts and lead to the development of strategies
• They require:
– Specificity
– Challenge
– Feedback
– Commitment

Proximal and Distal Goals
• A distal goal is a long-term or end goal, such
as achieving a certain level of sales
performance
• A proximal goal is a short-term goal or sub-
goal that is instrumental for achieving a distal
goal
• Proximal goals are especially important for
complex tasks

Goal Orientation
• Goal orientation refers to a dispositional or
situational goal preference in achievement
situations
• Key concepts related to goal orientation include:
– A learning goal orientation
– A prove performance goal orientation
– An avoid performance goal orientation
– A learning goal
– A performance goald
What Are the Implications of Goal-
Setting Theory for Training?
• Prior to training:
– Participants should have specific and challenging
goals for learning
– Special attention needs to be given to the stage at
which goals are set and the complexity of the task
– Consider the goal orientation of trainees and the
type of goals that are set for training
– Learning goals that focus on skill development are
particularly important for learning

What Are the Implications of Goa-
Setting Theory for Training?
• Prior to and after:
– Provide feedback so trainees know whether they
have achieved goals
• Setting specific and challenging goals should improve
trainee’s motivation to learn as well as performance
on task
• Learning goals should be set for learning new tasks
and performance goals for motivating performance
once learning and task mastery have been achieved

Training Motivation
The direction, intensity, and persistence of
learning-directed behaviour in training contexts
(motivation to learn)

Training Motivation
Personality and individual variables that predict
training motivation:
– Locus of control
– Achievement motivation
– Anxiety
– Conscientiousness
– Self-efficacy

Training Motivation
Job and career variables that predict training
motivation:
– Job involvement
– Organizational commitment
– Career planning

Training Motivation
Organizational variables that predict training
motivation:
– Supervisor support
– Peer support
– Positive climate

Training Motivation
Training motivation is related to training
outcomes:
– Declarative knowledge
– Skill acquisition
– Trainee reactions
– Application of training on-the-job

What Are the Implications of Training
Motivation for Training?
• Trainer/manager must assess trainee
motivation and personality prior to training
• Ensure trainees are motivated to learn
• Try to influence factors that predict motivation
to learn (e.g., self-efficacy)
• Consider situational factors that influence
training motivation (e.g., peer and supervisor
support)

A Model of Training Effectiveness

Summary
• Identified learning as the major goal of training and
development
• Described difference between formal and informal
learning
• Described learning outcomes and their implications
for training
• Identified three stages of learning (declarative
knowledge, knowledge compilation, and procedural
knowledge)
• Explored Kolb’s and Fleming’s learning styles as part
of learning process
Summary
• Discussed two major learning theories
(conditioning and social cognitive) as well as
adult learning theory
• Described goal-setting theory and implications
for training
• Explained training motivation and its predictors
and consequences
• Identified a model of training effectiveness and
its linkages to effective training
Key Terms
• Achievement motivation • Fleming’s learning style
• ACT theory • Generalization
• Andragogy • Goal
• Avoid performance goal • Goal orientation
orientation (APGO) • Job involvement
• Chaining • Knowledge compilation
• Cognitive ability • Kolb’s learning style
• Conscientiousness • Learning
• Core self-evaluations • Learning goal orientation
• Declarative knowledge (LGO)
• Distal goal • Learning goals

Key Terms
• Learning cycle • Resource allocation theory
• Learning style • Self-efficacy
• Locus of control • Self-regulated learning
• Motivation • Self-regulation
• Observation • Self-regulation prompts
• Pedagogy • Shaping
• Performance goals • Social learning
• Procedural knowledge • Training motivation
• Prove performance goal • VARK
orientation (PPGO) • 70-20-10 model
• Proximal goal

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