Human Resource Development

Learning Theories
A Word

How can “Learning Theories” help

HR managers to improve “training
outcomes/effectiveness”?
(Do not offer fish to a person to kill his
hunger , but show him how to fish)
What is learning?
• A permanent change in human capabilities occurs as result of
one’s interaction with the environment.
Several aspects of this definition are important..
 Learning as a change:
learning something new(skills),
Modifying something already exists (improvement)
 Long lasting:
A change must be long lasting (must remember what is
learned for a long time).
 Effectiveness:
Learning must bring good result to an individual in terms
of good performance.
 What is learning?
• These capabilities are related to specific learning outcomes.

Learning Outcomes Description of Capability Example

State, tell or describe Tell us three reasons for safety
previously stored info in your procedures, Define HRD and its
1. Verbal Information mind. functions.

Apply concepts & rules and Make a website for an

2. Intellectual Skills offer solutions organization / solving a
mathematical problem.

Execute a physical action with Shoot a gun/swim, Climb ladders

3. Motor Skills precision

Choose a personal course of Choose to respond to all incoming

4. Attitudes action (approach) mail within 24 hours(to observe
how you feel )
 Learning Theories
Social Learning
Reinforcement
Theory
Theory

Goal Theories

Information
Processing Theory Adult Learning
Theory
Learning Theories
• Reinforcement Theory
• People are motivated to perform or avoid certain
behaviors because of past good or bad outcomes
that have resulted from those behaviors.
1)Positive Reinforcement – a pleasurable
outcome resulting from a behavior.
Example:
• A mother gives her son praise (positive stimulus) for
doing homework (behavior).
• For good performance employees should be rewarded
(positive stimulus).
Learning Theories
2) Negative Reinforcement – The removal
of a negative event/behavior.
Example:
• Bad performance means no increments.
• Boss will shout on me, if I come late.
• From our training perspective, the trainer needs to
identify what outcomes the learner finds most
positive or negative.
Like Training benefits:
(job-related, and career-related benefits )
Learning Theories
• Social Learning Theory (SLT)
• People learn by observing other persons
(models) whom they believe are credible &
knowledgeable.
• According to this theory, TWO ways to gain
learning;
 Personally experiencing the consequences of
using that behavior.
 Observing others & seeing the consequences of
their behavior
Learning Theories
• Social Learning Theory (SLT)
• According to SLT, learning is affected by
Self-Efficacy – A person’s confidence about whether he
or she can successfully learn new knowledge or skills.
Self-Efficacy Efforts to learn and vice versa.
 Self-Efficacy Boosting Techniques
•Verbal Persuasion – a word of encouragement
•Modeling – If he can do it, why not I. (copying others)
•Past Accomplishments – putting them in an
environment of their own choice where they can
naturally accomplish.
Learning Theories
• Goal Theories:
 High goals means high expectations which
will ultimately results in high performance.
 Goals influence a…..
 Person’s behavior by directing energy and
attention,
 Sustaining effort over time (continuous
basis )
 Motivating the person to develop
strategies for goal attainment.
 Learning Theories
• Adult Learning Theory
Pedagogy – the art and science of teaching
children.
Andragogy – the theory of adult learning.
• Adults have the need to know why they are
learning.
• Adults have a need to self-direct themselves.
• Adults bring more work-related experience into
learning process
• Adults enter into a learning experience with
problem-centered approach.
Learning Theories
• Andragogy – the theory of adult
learning.
From training perspective
• Provide environment (background music,
site selection etc.) to reduce anxiety of
learning
• And, adults believe in practice, offer them
practice sessions
Learning Theories
• Information Processing Theory
• Information undergo several transformations in the human brain.
• The Transformations;
• Attentive (watching movie)
• Retention ( remembering it short /long term)
• Motor reproduction process (adopting the style)
• Reinforcement (looking for responses by others,
can be positive/ negative)
Learning Cycle
• Four Stages of Learning Cycle (trial & error type)

Concrete
Experience

Reflective
Observation

Abstract Active
Conceptualization Experimentation
Age Influences of Learning
• Age comes in, short-term memory & mental quickness goes out
• However, with age comes experience, a substitute for both
• Age is not a definite conclusion, but good to keep in mind while
designing trainings.
• Five Groups of Employees in 2013;
1. Millennials & nexters (Born after 1980)
• Prefer trainings with teamwork & technology
• Prefer entertaining activities and can be motivated monetarily to learn
2. Gen Xers (1961-1980)
• Prefer self-directed learning environment; work on their own pace
• Prefer “hands-on” training as opposed to lecturing
3. Baby Boomers (1945-1960)
• Prefer interactive trainings; group activities; well-organized trainings
4. Traditionalists (1829-1944)
• Traditional training room with stable & orderly learning environment
• Prefer to be asked to share their experiences & also look for expertise
Instruction
• Implications of Learning Process for Instruction
• Instruction – the characteristics of environment in which learning
is to occur.
• Features of good instruction
• Employee learn best when they know the objective
• Three components of Training Objective
• A statement of what they are expected to do (outcome)
• A statement of the acceptable level of performance (criterion)
• A statement of the conditions under which they are expected to
perform (condition)
• Activity T3-D
• Meaningful Training Content
• Material should be linked with their job needs
• Training Context – the physical, emotional & intellectual
stimuli
Instruction
• Features of Good Instruction
• Opportunity to Practice
• Physical or mental rehearsal of a task, knowledge or skill to achieve
proficiency in them.
• Good practice methods are Case Studies, Simulations, Role Plays,
Games, Oral & Written Questions
• Help trainees develop metacognition
• Metacognition – Self-monitoring & control during practice
sessions
• Advance Organizers can help practice – graphs, visuals, diagrams
Instruction
• Features of Good Instruction
• Practice Involves Experience (as in doing; not as in expertise)
• Act on the Knowledge gained
• Overlearning shall be allowed – practicing even after mastering it
• Error Management – allow them to make as many as possible
• Correction by (a) self, (b) fellows or (c) trainer
• Error Management allows Metacognition
• Key Note: Error to improve; not only to err.
• Massed (no rest) vs. Spaced Practice (with interval rests)
• The choice depends on;
• Task Complexity – distinct behaviors, number of choice to make in
performing it & degree of uncertainty in performing
• Mental Requirements – mental or cognitive skills vary task to task
• Physical Requirements – physical movements also vary
• Activity T3-E
Instruction
• Features of Good Instruction
• Whole vs. Part Practice
• Whole practice – all task objectives are practiced at the same time
• Part Practice – each objective is practiced as soon as it is introduced
• Instructional Emphasis for Learning Outcomes
• Learning outcomes depend on the interplay of;
• Internal Conditions – processes within the learner
• External Conditions – processes in the learning environment that
facilitate learning
Considerations in Designing Effective
Training Programs
• Selecting & preparing the Training Site
• Noise, Colors, Room Structure, Lighting
• Wall & floor covering
• Meeting room chairs
• Glare of glass, TV, monitors & etc. (shine in reflection)
• Ceiling, Electrical Outlets
• Acoustics (bounce of sound from walls)
• Trainers (SMEs)
 Learning Conducive Environment
• Learning Settings
• Self-Direction – trainees decision of when, where & how to learn
• Collaboration – whether learning will involve interacting with others

Breakout Classroom/
rooms Lecture hall
High
Collaboration

Conference with breakout

hall rooms
D-Learning Classroom
Low rooms Computer
Media lab classroom
computer lab Lecture hall

High Low
Self-Direction
 Learning Conducive Environment
• In addition to learning settings;
• Keep an eye on;
• Preparation – material, cleaning, transportation, lodging etc.
• Classroom management – trash cans, piles of materials, extra chairs
• Engaging Trainees – LTT (learner’s talking time)
• Managing group dynamics – diversity, age, experience, expertise etc.
 Learning Conducive Environment
• Program Design
• Organization & coordination of the training program
• Course Parameters – course title, audience, statement of purpose,
time, prerequisites & name of the trainer
• Objectives
• Program Objectives – purpose of the program
• Course Objectives – goals of the course or lesson
• Detailed Lesson Plan
• Lesson Plan Overview
Considerations in Designing Effective
Training Programs
• Seating Arrangement