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8/6/2019 Behavior and Learning
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Types of critical behaviours inorganizations
LEARNING OUTCOMES
Learning theories
Learning process and its implications
Motivation to learn
Transfer of training
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WHAT IS LEARNING? WHAT ISLEARNED?
LearningLearning -- a relatively permanent change inhuman capabilities that is not a result of growth
processes.These capabilities are related to specific learning
outcomes.
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ReinforcementTheory
Social LearningTheory
LEARNING THEORIES
Need Theories
Expectancy Theory
Adult LearningTheory
InformationProcessing Theory
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Reinforcement theory- emphasizes that people aremotivated to perform or avoid certain behaviorsbecause of past outcomes that have resulted from
REINFORCEMENT THEORY
.
Several processes in reinforcement theory are positivereinforcement, negative reinforcement, extinction, andpunishment.
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What should the trainer do? The trainer needs to identify what outcomes the learner
finds most positive and negative.
REINFORCEMENT THEORY
acquiring knowledge, skills, or changing behaviors.
Trainers can withhold or provide job-related, personal,and career-related benefits to learners who master
program content.
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SCHEDULES OF REINFORCEMENT
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Behaviors1 2 3 4 5 6 7 8 9Continuous
SCHEDULES OF REINFORCEMENT
xe ra o
Variable ratio
Fixed interval
Time (Days)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Variable interval
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Social learning theory- emphasizes that peoplelearn by observing other persons (models) whom theybelieve are credible and knowledgeable.
The theor reco nizes that behavior that is reinforced
SOCIAL LEARNING THEORY
or rewarded tends to be repeated. Learning new skills or behavior comes from:
directly experiencing the consequences of using a behavior orskill, or
the process of observing others and seeing the consequencesof their behavior.
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Learning is also influenced by a persons self-efficacy,which is a persons judgment about whether he or shecan successfully learn knowledge and skills.
SOCIAL LEARNING THEORY
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INCREASING EFFICACY
Verbal persuasion Logical verification
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INCREASING EFFICACY
Observation of others (modeling) Past accomplishments
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PROCESSES OF SOCIAL LEARNINGTHEORY
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Goal theories Goal setting theory- assumes that behavior results
from a persons conscious goals and intentions.
GOAL THEORIES
directing energy and attention.
sustaining effort over time.
motivating the person to develop strategies for goal
attainment.
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GOAL THEORIES
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Goal theories Goal setting theory
It is used in training program design.
GOAL THEORIES
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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Goal orientation - the goals heldby a trainee in a learning situation. It includes learning and performance
GOAL THEORIES
.
Learning orientation - trying toincrease ability or competence in atask.
Performance orientation - learners
who focus on task performance andhow they compare to others.
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Goal theories Goal orientation
It affects the amount of effort a trainee will expend in learning
GOAL THEORIES
Learners with a high learning orientation will direct greaterattention to the task and learn for the sake of learning incomparison to learners with a performance orientation.
Learners with a performance orientation will direct more
attention to performing well and less effort to learning.
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NEED THEORIES
Helps to explain the value that a person places on certainoutcomes.
Need - a deficiency that a person is experiencing at anypo nt n t me.
Maslows and Alderfers need theories focused onphysiological needs, relatedness needs, and growthneeds.
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MASLOW HIERARCHY OF NEEDS
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MOTIVATIONAL NEED THEORIES
SelfSelf--actualizationactualization
Maslow Alderfer McClelland
HigherHigherOrderOrder
EsteemEsteemselfself
Need forNeed forAchievementAchievement
Need forNeed for
GrowthGrowth
McGregor
NeedsNeeds
LowerLowerOrderOrderNeedsNeeds
Safety & SecuritySafety & Securityinterpersonalinterpersonalphysicalphysical
owerower
RelatednessRelatedness Need forNeed forAffiliationAffiliation
ExistenceExistence
BelongingnessBelongingness(social & love)(social & love)
PhysiologicalPhysiological
eoryeory
Theory XTheory X
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Need theories Suggest that to motivate learning, trainers should
identify trainees needs and communicate how training
NEED THEORIES
.
If certain basic needs of trainees are not met, they are unlikelyto be motivated to learn.
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EXPECTANCY THEORYIt suggests that a persons behavior is based on three
factors: Expectancies - the link between trying to perform a behavior
and actually performing well.
Instrumentality- a belief that performing a given behavior is.
Valence - the value that a person places on an outcome.
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EXPECTANCY THEORY
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ADULT LEARNING THEORY
i. Adults are autonomous and self-directed.
ii. Adults have accumulated a foundation oflife experiences andknowledge that may include work-related activities, familyresponsibilities, and previous education.
iii. Adults aregoal-oriented.iv. Adults are relevancy-oriented. They must see a reason for learning
something.v. Adults are practical, focusing on the aspects of a lesson most useful
to them in their work.vi. As do all learners, adults need to be shown respect. Instructors must
acknowledge the wealth of experiences that adult participants bringto the classroom.
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ADULT LEARNING: SOURCES OF
MOTIVATION
Social relationships: to make new friends, to meet a need for associations and
friendships.
External expectations: to comply with instructions from someone else; to fulfillthe expectations or recommendations of someone with formal authority.
Social welfare: to improve ability to serve mankind, prepare for service to thecommunity, and improve ability to participate in community work.
Personal advancement: to achieve higher status in a job, secure professionaladvancement, and stay abreast of competitors.
Escape/Stimulation: to relieve boredom, provide a break in the routine of homeor work, and provide a contrast to other exacting details of life.
Cognitive interest: to learn for the sake of learning, seek knowledge for its own
sake, and to satisfy an inquiring mind.
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ADULT LEARNING THEORY
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It gives more emphasis to the internal processes that
occur when training content is learned and retained. It highlights how external events influence learning,
which include:
INFORMATION PROCESSINGTHEORY
affect attention. Informing the learner of the objectives to establish an
expectation. Enhancing perceptual features of the material (stimulus),
drawing the attention of the learner to certain features.
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Information processing theory
It highlights how external events influence learning,which include:
INFORMATION PROCESSINGTHEORY
, , ,
ways to code the training content so that it can be stored inmemory.
Meaningful learning context (examples, problems) creatingcues that facilitate coding.
Demonstration or verbal instructions helping to organize thelearners response as well as facilitating the selection of thecorrect response.
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THE LEARNING PROCESS
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THE LEARNING STYLES
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Instruction - trainers manipulation of the environment in order to help
trainees learn. The training context - the physical, intellectual, and emotional environment
in which training occurs. Practice - physical or mental rehearsal of a task, knowledge, or skill to achieve
proficiency in performing the task or skill or demonstrating the knowledge.
THE LEARNING PROCESS
e acogn on - n v ua con ro over one s n ng.
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. Overlearning - Continuing to practice even after being able to perform the
objective several times.
Error management training - giving trainees opportunities to make errorsduring training; provides the opportunity for trainees to engage inmetacognition.
Communities of practice - groups of employees who work together, learnfrom each other, and develop a common understanding of how to get workaccomplished.
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WHAT TO CONSIDER DURINGTRAINING?
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A MODEL OF THE TRANSFERPROCESS
Trainee Characteristics
Training Design
MotivationAbility
Work Environment
Create a Learning Environment
Apply Theories of Transfer
Use Self-Management Strategies
Climate for Transfer
Management and Peer Support
Opportunity to Perform
Technological Support
Learning
Retention
Generalization
andMaintenance
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TRANSFER OF TRAINING THEORIES
Theory Emphasis Appropriate Conditions Type of Transfer
Identical Elements Training environment is
identical to work
environment
Work environment features
are predictable and stable
E.g. training to use
e ui ment
Near
StimulusGeneralization
General principles areapplicable to many
different work situations
Work environment isunpredictable and highly
variable
E.g. training in interpersonal
skills
Far
Cognitive Theory Meaningful material andcoding schemes enhance
storage and recall of
training
All types of training andenvironments
Near and far
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WORK ENVIRONMENT
CHARACTERISTICS INFLUENCINGTRANSFER OF TRAINING
Climate for Manager
PeerSupport
Opportunity toUse LearnedCapabilities
TechnologicalSupport
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ORGANIZATIONAL ELEMENTS THATENCOURAGE TRANSFER
The LearningThe Learning
OrganizationOrganization
Knowledge andKnowledge andKnowledgeKnowledge
ManagementManagement
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KEY FEATURES OF A LEARNING
ORGANIZATION (1 OF 2)
Feature DescriptionContinuous Learning Employees share learning with each other
Use job as a basis for applying and creatingnow e ge
Knowledge Generation andSharing
Systems are developed for creating,capturing, and sharing knowledge
Critical SystematicThinking Employees are encouraged to think in newways, see relationships and feedback loops,and test assumptions
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Feature Description
Learning Culture Learning is rewarded, promoted, and supported bymanagers and company objectives
KEY FEATURES OF A LEARNING
ORGANIZATION (2 OF 2)
Encouragement of Flexibility and
Experimentation
Employees are free to take risks, innovate, explore
new ideas, try new processes, and develop new
products and services
Valuing of Employees System and environment focus on ensuring the
development and well-being of every employee
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FOUR MODES OF KNOWLEDGESHARING
Tacit Knowledge Explicit Knowledge
TO
Socialization Externalization
Internalization Combination
TacitKnowledge
ExplicitKnowledge
F
ROM
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