LEARNING
SESSION 10
THE LEARNING CYCLE
Learning can be considered a dynamic cycle that involves
four stages
1. Trainee encounters a concrete experience (e.g., a work
problem).
2. Thinking (reflective observation) about the problem
3. Generation of ideas of how to solve the problem (abstract
conceptualization)
4. Implementation of the ideas directly to the problem (active
experimentation).
Implementing the ideas provides feedback as to their
effectiveness, so the learner can see the results and start the
learning process over again.
LEARNING STYLES
• Learning is different for every student in terms of interests, aptitude,
pace and timings.
• A learning style is a student’s consistent way of responding to and
using stimuli in the context of learning.
• Four types called Divergers, Assimilators, Convergers, and
Accommodators.
• These learning styles combine elements of each of the four stages of
the learning cycle.
LEARNING STYLES
Source : Noe, R.A. (2009) Employee Training and Development. 5th Edition, McGraw Hill, Boston .
TRANSFER OF TRAINING
refers to trainees’ effectively and continually applying what
they learned in training (knowledge, skills, behaviours,
cognitive strategies) to their jobs.
TRANSFER OF TRAINING
Trainee Characteristics
• Motivation
• Ability
Training Design
• Create a Learning Environment Learning Generalization
• Apply Theories of Transfer Retention Maintenance
• Use Self-Management Strategies
Work Environment
• Climate for Transfer
• Management and Peer Support
• Opportunity to Perform
Source : Noe, R.A. (2009) Employee Training and Development. 5th Edition, McGraw Hill, Boston.
APPLICATIONS OF TRANSFER OF
TRAINING THEORY
Identical elements proposes that transfer of training occurs when what is
being learned in the training session is identical to what the trainee has to
perform on the job.
Stimulus generalization approach suggests that the way to understand
the transfer of training issue is to construct training so that the most
important features or general principles are emphasized.
• It is also important to identify the range of work situations in which these
general principles can be applied.
• Transfer of training is more difficult when tasks during training are
different from the work environment
Cognitive theory of transfer, the likelihood of transfer depends on the
trainees’ ability to retrieve learned capabilities.
THREE THEORIES OF TRANSFER OF TRAINING HAVE
IMPLICATIONS FOR TRAINING DESIGN (THE LEARNING
ENVIRONMENT
Appropriate
Theory Emphasis Conditions Type of Transfer
Identical Elements Training environment is Work environment features Near
identical to work are predictable and stable.
environment. Example: training to use
equipment.
Work environment
Stimulus General principles is unpredictable and
are applicable to many highly variable. Example:
Generalization different work situations. Far
training in interpersonal
Meaningful skills.
Cognitive Theory material and coding All types of training Near and far
and environments.
schemes enhance
storage and recall of
training content.
GUIDELINES TO TRAINEE RESPONSIBILITY
AND SELF-MGMT
• Before training, trainees need to consider why they are attending training
and set specific learning goals
• Trainees need to complete any assigned pre-training assignments.
During training, trainees need to be involved. That is, they need to
participate and share experiences in discussions, to practice, and to ask
questions if they are confused.
• After training, trainees need to review and work toward reaching the
goals established in their action plan.
• They need to be willing to change and ask peers and managers for help
if they need it.
CHARACTERISTICS OF GOOD TRAINING
OBJECTIVES
• Pre-practice conditions
• Provide information about the process or strategy
• Encourage trainees to develop a strategy (metacognition) to reflect on
their own learning process
• Provide advance organizers
• Help trainees set challenging learning goals
• Create realistic expectations
• Communicate performance expectations
THE LEARNING PROCESS
Metacognition - individual control over one’s thinking.
• Two ways that individuals engage in metacognition are
monitoring and control.
Advance organizers - outlines, texts, diagrams, and graphs
that help trainees organize the information that will be
presented and practiced.
THE LEARNING PROCESS
Overlearning - Continuing to practice even after being able to
perform the objective several times.
Error management training - giving trainees opportunities to
make errors during training; provides the opportunity for
trainees to engage in metacognition.
THE LEARNING PROCESS
Practice can be massed, spaced, in whole, or in part.
It must be related to the training objectives.
Feedback is information about how well people are meeting
the training objectives, and should be provided as soon as
possible after the trainees’ behavior.
THE LEARNING PROCESS
Employees learn through observation, experience, and
interacting with others.
Communities of practice - groups of employees who work
together, learn from each other, and develop a common
understanding of how to get work accomplished.
OBSTACLES IN THE WORK ENVIRONMENT
THAT INHIBIT TRANSFER OF TRAINING
• Time pressures
• Inadequate equipment
• Few opportunities to use skills
• Inadequate budget
• Trainee has difficulty using new knowledge, skills, or behaviour. Lack of
Peer Support Peers discourage use of new knowledge and skills on the
job.
• Peers are unwilling to provide feedback. See it as waste of time and do
not support new skills
• Lack of Management Support Management does not accept ideas or
suggestions that are learned
EXAMPLES OF SEATING ARRANGEMENTS
MATCHING TRAINING ROOMS WITH
LEARNING REQUIREMENTS
DETAILS TO CONSIDER WHEN
EVALUATING A TRAINING ROOM
EXAMPLES OF HOW TO GET TRAINEES
INVOLVED
DESIGN DOCUMENT TEMPLATE
SAMPLE LESSON OVERVIEW
SAMPLE OF A DETAILED LESSON PLAN
FEATURES OF AN EFFECTIVE LESSON
PLAN
LEARNING OBJECTIVES FOR
TEACHING INTERVIEWING SKILL
By attending this Interviewing Skills Training Course you will:
• Know what the required skills are to carry out an effective
interview
• Be able to plan and prepare for an interview
• Be able to give the right first impression to candidates
• Know what questions to ask and how to record the answers
• Understand what to avoid asking during the interview
• Know how to choose the right person for the job
