Learning: Theories and

Program Design

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1.
2.
3.
4.
5.

Discuss the five types of learner

outcomes.
Explain the implications of learning
theory for instructional design.
Incorporate adult learning theory into
the design of a training program.
Describe how learners receive, process,
store, retrieve, and act upon information.
Be able to choose and prepare a training
site.
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6.

7.

Discuss the internal conditions (within

the learner) and external conditions
(learning environment) necessary for the
trainee to learn each type of capability.
Explain the four components of program
design:
Course parameters
Objectives
Lesson overview
Detailed lesson plan
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Training at the Culinary Institute of

America (CIA) is designed to teach aspiring
chefs how to prepare food (knowledge) as
well as develop the necessary motor skills
(e.g., chopping onions).
onions)
These are types of learning outcomes.
CIAs training programs illustrate several
conditions necessary for learning to occur:
Opportunities to learn by observing an
expert
Practicing
Receiving feedback
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As CIA training illustrates, for learning to

occur it is important to identify what is to
be learned.
Identify the learning outcomes.
Understanding learning outcomes is
crucial because they influence the
characteristics of the training environment
that are necessary for learning to occur.
The design of the training program is also
important for learning to occur.
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Learning is a relatively
permanent change in
human capabilities that
is not a result of growth
processes.
These capabilities are
related to specific
learning outcomes.
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Verbal information
Includes

names or labels, facts, and

bodies of knowledge
Includes specialized knowledge
employees need in their jobs

Intellectual skills
Include

concepts and rules

These are critical to solve problems,
serve customers, and create
products
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Motor skills
Include

coordination of physical
movements

Attitudes
Combination

of beliefs and feeling that

pre-dispose a person to behave a
certain way
Important work-related attitudes
include job satisfaction, commitment
to the organization, and job
involvement

Cognitive strategies
Regulate

the process of learning

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Reinforcement
Theory

Social Learning
Theory
Goal Theories

Need Theories

Information
Processing
Theory

Adult Learning
Theory

Expectancy
Theory
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Emphasizes that people are motivated to

perform or avoid certain behaviors
because of past outcomes that have
resulted from those behaviors.
Positive reinforcement
Negative Reinforcement
Extinction
Punishment

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From a training perspective, it suggests

that for learners to acquire knowledge,
change behavior, or modify skills, the
trainer needs to identify what outcomes
the learner finds most positive )and
negative).
Trainers then need to link these outcomes
to learners acquiring knowledge, skills, or
changing behaviors.

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Ratio Schedules
Fixed-ratio schedule
Continuous reinforcement
Variable-ratio schedule

Interval Schedules
Fixed-interval schedule
Variable-interval schedule

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Emphasizes that people learn by

observing other persons (models)
whom they believe are credible and
knowledgeable.
Recognizes that behavior that is
reinforced or rewarded tends to be
repeated.
The models behavior or skill that is
rewarded is adopted by the observer.
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Learning new skills or behavior comes

from:
directly

experiencing the consequences

of using behavior or skills, or
the process of of observing others and
seeing the consequences of their
behavior

Learning is also influenced by a

persons self-efficacy.
Self-efficacy

is a persons judgment
about whether she can successfully
learn knowledge and skills.
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Attention

Model
Stimuli
Trainee
Characteristi
cs

Retention

Motor
Reproduct
ion

Motivation
al
Processes

Coding

Physical
Capability

Reinforceme
nt

Organization
Rehearsal

Accuracy

Match
Modeled
Performa
nce

Feedback

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Goal setting theory assumes behavior

results from a persons conscious goals and
intentions.
Goals influence behavior by directing energy
and attention, sustaining effort over time,
and motivating the person to develop
strategies for goal attainment.
Research suggests that specific challenging
goals have been shown to lead to high
performance only if people are committed to
the goal.
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Goal setting theory is used in

training program design.
It suggests that learning can be
facilitated by providing trainees
with specific challenging goals and
objectives.
The influence of goal setting theory
can be seen in the development of
training lesson plans.
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Need theories help explain the value that a

person places on certain outcomes.
Need theories suggest that to motivate
learning:
trainers should identify trainees needs,
and
communicate how training program
content relates to fulfilling these needs
If the basic needs of trainees are not met,
they are unlikely to be motivated to learn.

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Expectancy theory suggests that a

persons behavior is based on three
factors:
Expectancy
Instrumentality
Valance

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Expectancy theory suggests that

learning is most likely to occur
when employees believe:
They

can learn the content of the

program (expectancy)
Learning is linked to outcomes such
as better job performance, a salary
increase, or peer recognition
(instrumentality)
Employees value these outcomes
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Expectancy
Effort
Performance
Does Trainee Have
Ability to Learn?
Does Trainee
Believe He Can
Learn?

Instrumentalit
y

Performance
Outcome

Does Trainee
Believe Training
Outcomes
Promised Will Be
Delivered?

Valance
Value of Outcome

= Effo
rt

Are Outcomes
Related to Training
Valued?

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Adult learning theory was developed out

of a need for a specific theory of how
adults learn.
It is based on several assumptions:
Adults have the need to know why they are
learning something.
Adults have a need to be self-directed.
Adults bring more work-related experiences
into the learning situation.
Adults enter into a learning experience with a
problem-centered approach to learning.
Adults are motivated to learn by both extrinsic
and intrinsic motivators.

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Design Issue

Implications

Self concept

Mutual planning and collaboration in instruction

Experience

Use learner experience as basis for examples and

applications

Readiness

Develop instruction based on learners interests and

competencies

Time perspective

Immediate application of content

Orientation to
learning

Problem centered instead of subject centered

These theories give more emphasis to the

internal processes that occur when training
content is learned and retained.
This information can come from another
person or the learners own observation of
the results of his action.
If the evaluation of the response is positive,
this provides reinforcement that the
behavior is desirable to be stored in longterm memory for use in similar situations.
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This material asks three questions:

What are the physical and mental processes
involved in learning?
How does learning occur?
Do trainees have different learning styles?

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Gratifying

Generalizin
g

Retrieval

Expectancy
Perception

LEARNIN
G

Long Term
Storage

Working
Storage

Semantic
Encoding

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Diverger

Abstract
conceptualization
Active
experimentation

Concrete
experience
Reflective
observation

Assimilator
Abstract
conceptualization
Reflective
observation

Converger

Accommodator
Concrete
experience
Active
experimentation

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Employees need to know why they should

learn.
Employees need meaningful training
content.
Employees need opportunities to
practice.
Employees need to commit training
content to memory.

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Employees need feedback.

Employees learn through:
Observation
Experience
Interacting with others

Employees need the training program to

be properly coordinated and arranged.

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Employees learn best when they

understand the objective of the training
program.
The objective refers to to the purpose
and expected outcome of training
activities.
Training objectives based on the training
needs analysis help employees
understand why they need the training.
Objectives are useful for identifying the
types of training outcomes that should be
measured to evaluate a training programs
effectiveness.
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A statement of what the employee is

expected to do (performance or
outcome).
A statement of the quality or level of
performance that is acceptable
(criterion).
A statement of the conditions under
which the trainee is expected to perform
the desired outcome (conditions).

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Communicating courses and programs to

employees
Enrolling employees in courses and
programs
Preparing and processing any pre-training
materials such as readings or tests
Preparing materials that will be used in
instruction
Arranging for the training facility and room
Testing equipment that will be used in
instruction
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Having backup equipment should

equipment fail
Providing support during instruction
Distributing evaluation materials
Facilitating communications between
trainer and trainees during and after
training
Recording course completion in the
trainees records or personnel files
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Creating A
Learning Setting

Preparation

Classroom
Management

Managing Group
Dynamics

Engaging
Trainees

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