Learning:
Theories
&
Program
Design
Introduction
LEARNING
is a relatively
permanent
change in
human
capabilities
that is not a
result
of growth
Five Types of Learner Outcomes
Motor Skill Verbal Info
s rmation
Attitudes Intellectua
l Skills
Cognitive S
trategies
Five Types of Learner Outcomes
a. VERBAL
INFORMATION
includes names or
labels, facts, and
bodies of knowledge.
includes specialized
knowledge that
employees need in
their jobs.
Five Types of Learner Outcomes
b. INTELLECTUAL
SKILLS
include concept and
rules.
These concept and
rules are critical to solve
problems, serve
customers, and create
products.
Five Types of Learner Outcomes
c. MOTOR SKILLS
include coordination
of physical
movement.
Five Types of Learner Outcomes
d. ATTITUDES
a combination of
beliefs and feelings that
predispose a person to
behave a certain way.
Attitudes include:
a) cognitive component
b) affective component
c) intentional
component
Five Types of Learner Outcomes
e. COGNITIVE
STRATEGIES
regulate the
processes of
learning.
Learning
Theories
Reinforcement Social Learning
Theory Theory
Goal Theories
Need Theories
Expectancy
Information Adult Learning Theory
Processing Theory
4-9 Theory
Reinforcement Theory
People are motivated to perform or avoid certain
behaviors because of past
outcomes/consequences (“Law of Effect”)
• Behavior with positive consequences tend to be
repeated
• Behavior with negative consequences tend to
be avoided
Positive reinforcement is a pleasurable outcome
resulting from a behavior
Negative reinforcement is the removal of an
unpleasant outcome.
• Identify what outcomes the learning finds most positive
• Behavior modification is a training method that is
primarily based on reinforcement theory
Social Learning Theory
emphasizes that
people learn by
observing other
persons whom they
believe are credible
and knowledgeable
Social Learning Theory
According to social learning theory, learning new
skills or behaviors comes from:
1. Directly experiencing the consequences of using
that behavior or skill
2. The process of observing others and seeing the
consequences of their behavior
3. Learning is influenced by a person’s self-efficacy
Self-efficacy – a person’s judgment about whether
he or she can successfully learn knowledge and
skills.
SELF EFFICACY
Verbal Logical Past
Persuasio Verificatio Modelin
n n g Accomp
lishmen
t
• Learners must be aware of the
Learning Theory
Process of Social Attenti skills or behavior they supposed to
observe
on
• Learners must remember the
behaviors or skills that they
observe
Retention
M
o
• The ability to reproduce the
tM
io behaviors or skill
v
at
to • Learners more likely to adopt a
ir
o modeled behavior if it results in
n positive outcomes
a
l
P Match model performance
r
Goal Theories
Goal Setting Goal Orientation
Theory
refers to the
assumes that goals held by a
behavior results trainee in a
from a person’s learning
conscious goals situation
and intentions
Goal Orientation
Learning Performance
Orientation Orientation
relates to refers to a focus
trying to of learners on
increase ability task performance
or competence and how they
compare to others
in a task
Need Theory
Motivates a
Helps to explain A deficiency that a
person to behave
the value that a person
in a manner to
person places on experiences at any
satisfy the
certain outcomes. point of time.
deficiency.
Affiliation
Power is concern
Achievement of involves concern
for obtaining
self-set standards for building
responsibility,
of excellence relationships and
influence and
being accepted by
reputation.
others.
Need theories suggest that to motivate learning, trainees’ needs
to be identified, interlinked and communicated.
Expectancy Theory
Expectancy theory suggests that a person’s behavior is
based on three factors: expectancy, instrumentality, and
valence.
Expectancy beliefs about the link between trying to
perform a behavior and actually performing well. It is
similar to self-efficacy.
Instrumentality is a belief that performing a given
behavior is associated with a particular outcome.
Valence is the value that a person places on an
outcome.
FOUR STAGES OF LEARNING
Learning Stages:
Concrete Reflective
Experience Observation
Abstract Active
Conceptualizati Experimentatio
on n
The Learning Style
Divergers
Accommodat Learning
Assimilators
ors Styles
Convergers
Learning Styles
Learning
Dominant Abilities
Learning Style Characteristics
Abilities
-Generates ideas
Diverger (feel & -Concrete experience
-Multiple perspectives
watch) -Reflective observation
-Interested in people
-Abstract -Inductive reasoning
Assimilator (think &
Conceptualization -Less concerned with
watch) -Reflective Observation people
-Abstract -Decisiveness, practical
Converger (think &
conceptualization -Deals with technical
do) -Active experimentation tasks
Accommodator (feel -Concrete experience -Carrying out plans
& do) -Active Experimentation -At ease with people
Age Influences on Learning
FOUR GENERATIONS OF
EMPLOYESS
Nexters Gen Xers
Baby Traditionalis
Boomers ts
TRADITIONALISTS
Born between 1920 and 1944
Patriotic and loyal
Have great deal of knowledge of the history of
organizations and work life
Prefer a traditional training room with a stable,
orderly learning environment
Do not like to be put on the spot in front of other
trainees
Value direct presentation of information and
training materials organized logically
Like trainers to ask them to share their
experiences or anecdotes
BABY BOOMERS
Born between 1945 and 1960
Competitive, hard working, and concerned
that all employees be fairly treated
Respond well to interactive training activities
Like group activities
Like well-organized training materials with
an overview of the information and an easy
way to access more detailed information
GEN XERS
Born from 1961 to 1980
Need feedback and flexibility
Dislike close supervision
Value a balance between work and non-work
Prefer a self-directed learning environment
Respond best to training methods that allow
them to work at their own pace
Highly motivated learners who view training
as a way to increase their employability
Like to learn by doing, through
experimentation and feedback
NEXTERS OR MILLENNIUMS
Born after 1980
Optimistic, willing to work and learn, and
technology literate
Appreciate diversity
Prefer a learning environment that includes
teamwork and technology
Like to learn by both working alone and helping
others.
Motivated to learn skills and acquire knowledge
that will help make their working lives less
stressful and increase their employability
Selecting and Preparing the Training Site
Training site – refers to the room where
training will be conducted.
A good training site offers the following
features:
It is comfortable and accessible.
It is quiet, private, and free from interruptions.
It has sufficient space for trainees to move
easily around in, offers enough room for
trainees to have adequate work space, and has
good visibility for trainees to see each other.
Selecting and Preparing the Training Site
a) Details to be considered in the training
room:
Room
Noise Colors Lighting
Structure
Wall and Meeting
floor room Glare Ceiling
covering chairs
Electrical
Acoustics
outlets
Selecting and Preparing the Training Site
b) Seating
arrangements
Fan-Type Seating
Classroom-Type
Seating
Conference-Type
Seating
Horseshoe
Arrangement
Seating Arrangements
Selecting Trainers
Trainers, whether from inside or outside the
company, should have expertise in the topic
and experience in training.
How Trainers Can Make the Training Site
and Instruction Conducive to Learning
Creating a learning setting
Preparation
Classroom management
Engaging trainees
Managing group dynamics
Design Document Template
Detailed Lesson Plan
Effective Lesson Plan
