Learning & Motivation (Chapter 2 Slides).pptx

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1. Chapter 2 Learning and Motivation Copyright © 2019 by Nelson Education Ltd. 2- 1

2. Learning Outcomes Define learning and workplace learning (formal and informal learning methods) Describe how to classify learning outcomes, explain how people use the 3 stages of learning and resources allocation theory and compare different theories of learning and implications of learning 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 Copyright © 2019 by Nelson Education Ltd. 2- 2

3. 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) Copyright © 2019 by Nelson Education Ltd. 2- 3

4. Workplace Learning Process of acquiring job-related knowledge and skills through both formal t raining 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 Copyright © 2019 by Nelson Education Ltd. 2- 4

5. 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 Copyright © 2019 by Nelson Education Ltd. 2- 5

6. Formal and Informal Learning Copyright © 2019 by Nelson Education Ltd. 2- 6

7. Informal Learning Copyright © 2019 by Nelson Education Ltd. 2- 7

8. Learning Outcomes Learning can be described in terms of domains or outcomes . Copyright © 2019 by Nelson Education Ltd. 2- 8

9. Gagné’s Model - Learning Outcomes Copyright © 2019 by Nelson Education Ltd. 2- 9

10. Gagné’s Model - 9 steps Copyright © 2019 by Nelson Education Ltd. 2- 10

11. Kraiger and Colleagues’ Model – Learning Outcomes Cognitive domain : verbal knowledge, knowledge organization, cognitive strategies Skill-based domain : compilation, automaticity Affective domain : attitudinal and motivational Copyright © 2019 by Nelson Education Ltd. 2- 11

12. Implications of Learning Outcomes on Training and Development Copyright © 2019 by Nelson Education Ltd. 2- 12

13. Implications of Learning Outcomes on Training and Development Copyright © 2019 by Nelson Education Ltd. 2- 13

14. Stages of Learning & Resource Allocation Theory Learning and the acquisition of new knowledge and skills occur over a period of time in a meaningful sequence across several stages. Copyright © 2019 by Nelson Education Ltd. 2- 14

15. Adaptive Character of Thought (ACT) Theory Declarative Knowledge Knowledge Compilation Procedural Knowledge Copyright © 2019 by Nelson Education Ltd. 2- 15

16. ACT Theory: Stages of Learning Copyright © 2019 by Nelson Education Ltd. 2- 16

17. 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 Copyright © 2019 by Nelson Education Ltd. 2- 17

18. Resource Allocation Theory Suggests that individuals possess limited cognitive resources that can be used to learn a new task Copyright © 2019 by Nelson Education Ltd. 2- 18

19. 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) 2- 19 Copyright © 2019 by Nelson Education Ltd.

20. Learning Theories The learning process: how people learn and how to design training programs to maximize learning and retention. Copyright © 2019 by Nelson Education Ltd. 2- 20

21. 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 Copyright © 2019 by Nelson Education Ltd. 2- 21 Note that both forms of reinforcement will increase or maintain behaviour

22. Learning Theories: Conditioning Theory Copyright © 2019 by Nelson Education Ltd. 2- 22

23. 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 Copyright © 2019 by Nelson Education Ltd. 2- 23

24. 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 Copyright © 2019 by Nelson Education Ltd. 2- 24

25. Learning Theories: Social Cognitive Theory Social cognitive theory has 3 key components: Observation Self-efficacy Self-regulation Copyright © 2019 by Nelson Education Ltd. 2- 25

26. #1 Observation: Social Cognitive Theory Observation: learning by observing the actions of others and the consequences with 4 key critical elements: Attention Retention Reproduction Reinforcement Copyright © 2019 by Nelson Education Ltd. 2- 26

27. #2 Self-efficacy: Social Cognitive Theory 2. Self-efficacy: judgments people have about their ability to successfully perform a specific task Copyright © 2019 by Nelson Education Ltd. 2- 27

28. Self-Efficacy Self-efficacy is influenced by 4 sources of information (in order of importance): Task performance outcomes Observation Verbal persuasion and social influence Physiological/emotional state Copyright © 2019 by Nelson Education Ltd. 2- 28

29. #3 Self-regulation: Social Cognitive Theory 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 Copyright © 2019 by Nelson Education Ltd. 2- 29

30. Learning Theories: Social Cognitive Theory 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 (self-evaluation) Comparing performance with one’s goals (self-evaluation) Rewarding oneself for goal achievement (self-reinforcement) Copyright © 2019 by Nelson Education Ltd. 2- 30

31. 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) Copyright © 2019 by Nelson Education Ltd. 2- 31

32. 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 Copyright © 2019 by Nelson Education Ltd. 2- 32

33. Adult Learning Theory Andragogy: An adult-oriented approach to learning that considers the differences between adult and child learners. Pedagogy: The traditional approach to learning used to educate children and youth. Copyright © 2019 by Nelson Education Ltd. 2- 33

34. Adult Learning Theory Copyright © 2019 by Nelson Education Ltd. 2- 34

35. 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 Copyright © 2019 by Nelson Education Ltd. 2- 35

36. 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 Copyright © 2019 by Nelson Education Ltd. 2- 36

37. Implications of Adult Learning Theory for Training Copyright © 2019 by Nelson Education Ltd. 2- 37

38. 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 Motivation is an important predictor of task performance, job performance, learning and the effectiveness of training programs. Copyright © 2019 by Nelson Education Ltd. 2- 38

39. 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 Copyright © 2019 by Nelson Education Ltd. 2- 39

40. 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 tha t is instrumental for achieving a distal goal Proximal goals are especially important for complex tasks Copyright © 2019 by Nelson Education Ltd. 2- 40

41. 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 goal Copyright © 2019 by Nelson Education Ltd. 2- 41

42. 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 Copyright © 2019 by Nelson Education Ltd. 2- 42

43. What Are the Implications of Goal- 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. Copyright © 2019 by Nelson Education Ltd. 2- 43

44. Training Motivation (also known as motivation to learn) The direction, intensity, and persistence of learning-directed behaviour in training contexts (motivation to learn). Organizational variables that predict training motivation: Supervisor support Peer support Positive climate Copyright © 2019 by Nelson Education Ltd. 2- 44

45. Training Motivation Personality and individual variable s that predict training motivation: Locus of control Achievement motivation Anxiety Conscientiousness Self-efficacy Copyright © 2019 by Nelson Education Ltd. 2- 45 Job and career variables that predict training motivation: Job involvement Organizational commitment Career planning

46. Training Motivation Training motivation is related to training outcomes: Declarative knowledge Skill acquisition Trainee reactions Application of training on-the-job Copyright © 2019 by Nelson Education Ltd. 2- 46

47. 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) Copyright © 2019 by Nelson Education Ltd. 2- 47

48. A Model of Training Effectiveness Copyright © 2019 by Nelson Education Ltd. 2- 48

49. 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 Copyright © 2019 by Nelson Education Ltd. 2- 49