Chapter 2

The psychology of learning, employee

motivation and performance
Chapter 2: Key points of the psychology of learning
• In an organisational context, learning occurs through learning and
development (L&D) and organisational learning processes.
• L&D design begins with an understanding of how learning occurs. Adult
learners’ characteristics (readiness to learn, motivation to learn) and
training design characteristics (principles of learning, objectives) affect the
learning process and learning outcomes.
• L&D professionals use principles from learning theories and approaches to
design learning programmes and to enhance learning processes during
training.
• Learning at an individual level strongly influences organisational learning
processes.
• Employee performance is a function of employee motivation, level of
competence and organisational factors
Chapter 2: Outcomes

After studying this chapter, you should be able to:

• Describe the link between L&D and learning and performance in an
organisational context.
• Explain how the characteristics of adult learners influence the learning
process and the design of learning programmes.
• Differentiate between the various theories and approaches to learning
and training.
• Explain how L&D professionals can apply the principles of learning
theories and approaches to the design and delivery of training.
• Explain how multiple intelligences influence adult learning.
 Learning SABPP
definition

• providing occupationally directed & other learning

activities
• to enable & enhance employee knowledge,
practical skills, workplace experience & behaviour
• based on current & future occupational
requirements
• for optimal organisational performance and
sustainability
 Employee
competence
• Competence • Job-related tasks necessary for effective job
performance
• Attitudes & beliefs • Beliefs of what is acceptable or unacceptable

• Knowledge • Information, facts, pricniples & procedures

• Skills • The ability to execute a job to the required

standard
Learning &
performance
 Nature of
learning
Implicit learning Explicit learning

• Unconscious knowledge used daily • Requires conscious & deliberate

• Noticing regularities in the world & effort
acting consistently on them • Memorising
• Automatic • Problem Solving
• Occurs without our control • Understanding (conceptual
• Creates implicit knowledge knowledge)
 Adult learner
characteristics
• Motivation/need to know

• Readiness to learn

• Performance/mastery orientation

• Experience level
 Characteristics of lifelong
learners
• Develop and be in touch with curiosities
• Formulate questions that can be answered through enquiry
(finding out the facts)
• Identify the information required to answer different kinds of
questions
• Locate the most relevant and reliable sources of information
• Select and use the most efficient methods of collecting the
required information from the appropriate sources
• Organise, analyse and evaluate the information to get valid answers
• Generalise, apply and communicate answers
 Theories of
learning
Classical Modern

• Behaviourism • Experiential

• Action
• Cognitivism
• Preferred learning styles
• Social
• Mentoring & coaching

• Humanist
• Connectivist
 Learning
principles
• Practice & overlearning

• Identical elements

• Whole vs part learning

• Massed vs distributed practice

 Human
intelligence
Multiple intelligences Emotional intelligence

• Self-awareness
• Gardener – 8 intelligences
• Managing own emotions
• Sternberg – 3 intelligences
• Motivation

• Empathy

• Social skills