Learning and HRD

Chapter 3

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Learning Objectives
After learning this chapter, you should be able to:
Define learning and list at least three learning principles.
Describe the three broad categories of issues that should
be considered to maximize learning.
Identify and discuss the training design issues that can be
used to maximize learning.
Identify and discuss the factors that affect the transfer of
training and how these can be used to maximize learning.
Discuss how various individual differences affect the
learning process.
Discuss the value of adult learning theory to HRD
interventions.
Describe the role that learning styles, learning strategies,
and perceptual preferences play in learning.

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Learning
It defined as a relatively change in behavior,
cognition, or affect that occurs as a result of
one’s interaction with the environment
Focus is upon change
Change must be long-lasting
The focus of learning can be cognitive,
behavioral, or affective
Results from the individual’s interaction with
the learning environment

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Learning Outcomes
Outcomes can be:
Cognitive (Knowledge)
Psychomotor (Skill- or behavior-based)
Affective (Attitude)

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Basic Learning Principles
Contiguity – things taught together
become associated with each other
Law of Effect – a behavior followed by
pleasurable experience is likely to be
repeated
Practice – repetition increases
association and knowledge

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Limitations in the Foregoing
Based on strictly controlled tests (“lab
studies”)
Practice doesn’t always make perfect

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Improved Training Design
Task Analysis
Component Task Achievement
Task Sequencing

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Task Analysis
Break each task down into a series of
distinct component tasks
Keep breaking tasks down to the
simplest level possible

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Component Task Achievement
Each task must be completed fully
before the entire task may be
performed correctly
You have to specify what is to be done,
under what conditions, and how it is to
be evaluated

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Task Sequencing
Each component task should be
arranged in the proper sequence
Some are serial tasks
Some can be done in parallel/similar

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 Instructional Psychology – to
maximize learning
What must be done before learning can take place
-Describe the learning goal to be achieved
- Analyze the initial state of the learner
- Identify the conditions (instructional techniques,
procedures, materials) allowing the learner to gain
competence
- Assess and monitor the learning process to determine
progress and whether alternatives techniques should be
used

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Maximizing Learning
(Training)
Trainee Characteristics
Training Design
Transfer of Training

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Trainee Characteristics
Trainability –trainee’s readiness to learn
 Motivation
 Ability
 Perception of the work environment
Personality and attitudes

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Training Design Issues
It involves the learning environment to
maximize learning
Conditions of practice
Retention of what is learned

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Conditions of Practice
Active practice
Spaced versus massed practice – whether
training is made 1 session or divide it
Whole versus part learning
Overlearning
Knowledge of results (feedback)
Task sequencing-knowledge can learn more
effective if divide into subtask

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Retention of What is Learned
Newly learned material is retained
Meaningfulness of the material
Degree of original learning
Interference
 Knowledge before training
 Changes after training

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Transfer of Training
Does training make it to the job?
Positive transfer –
 Job performance improves after training
Zero transfer –
 No measurable changes
Negative transfer –
 Performance becomes worse after training

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Maximizing Transfer
Identical elements – learning similar
with performance situations
Physical fidelity-condition of training, ex
tools=performance situations
Psychological fidelity

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Identical Elements
The closer the training is to the job, the
easier it is to achieve transfer
Direct relationship to the job
Example: Customer service and angry
customers
Role playing, business games, etc.

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Physical Fidelity
Same physically
Same procedurally
Example: Flight and submarine
simulators

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Psychological Fidelity
Trainee experiences same stresses and
conditions as he/she is being trained for
Example: MS Flight Simulator

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Support in Work Environment
Transfer of training into workplace is
supported
A continuous learning environment
Supervisors support and help develop
training
Training leads to promotion/better pay
Trainee has opportunity to perform

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Cognitive Resource Allocation
Theory (How Brain is Used)
How well you pay attention determines
how much you learn.
How well you pay attention determines
how well you perform.
The greater your intelligence, the more
you pay attention.
If you’re motivated, you pay attention.

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Andragogy (M. Knowles)
Adults are self-directed
Adults already have knowledge and
experience
Adults are ready to learn relevant tasks
Adults are motivated to learn
Adults expect to apply learning
immediately

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How to Assess Trainee
Differences
Instrumentality
 Does trainee think training is applicable?
Skepticism
 Degree trainee questions and demands
facts.
Resistance to Change
 How well is change accepted?

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How to Assess Trainee
Differences – 2
Attention Span
 How long can trainee focus on the lesson?
Expectation Level
 What does trainee expect from the
trainer/training?
Dominant Needs
 What drives/motivates the trainee?

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How to Assess Trainee
Differences – 3
Absorption Level
 How fast is new information accepted?
Topical Interest
 How interested is trainee in topic?
Self-Confidence
 Degree of independence and self-regard
Locus of Control
 Can trainee implement training on job?

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Gerontology
Working with older people
Older people can and do develop
Older people should not be excluded
from training
Training must be geared for adults, not
children
Organizations must reward training
Look at overall career patterns

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Learning Styles
Lots of research in this area
Many different tests are available to
measure:
 Learning ability
 Individual learning preferences

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Kolb’s Learning Style
Inventory

Among most popular tests used

Proposes four modes of learning:
 Concrete Experience (CE)-more interpersonal
relation, feeling rather thinking
 Abstract Conceptualization (AC)- more thinking
 Reflective Observation (RO)- watching
 Active Experimentation (AE)- doing it

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Kolb’s Learning Styles
Convergent
 Thinking and Doing
Divergent
 Feeling and Watching
Assimilation
 Thinking and Watching
Accommodative
 Feeling and Doing

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Kolb’s Learning Styles

CE
Accommodative Divergent

AE RO

Convergent Assimilation

AC

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Five Learning Strategies
Rehearsal strategies
Elaboration strategies
Organizational strategies
Comprehension monitoring strategies
Affective strategies

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Summary
Without learning, there would be no
field of human resource development
To increase learning, we must consider:
 Trainee characteristics/individual
differences
 Training design issues
 Retention and transfer of training issues

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