Chapter One

Theories of Learning

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Session OverviewDefine theory and explain its relationship to

training.Describe the three factors determining

human performance.Explanation of learning theories.

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Definition of Theories:(1 of 3)

Theories are Speculative road maps for how things work. Theory is the basis of science. It is how new knowledge is created. A good theory is also practical:

It explains facts as simply as possible.It predicts future events.It provides information on what can be

done to prevent undesirable things from happening.

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Definition of Theories:(2 of 3)Theories are abstractions that allow

us to make sense out of a large number of facts related to an issue. Effective training practices are developed from theories and theoretical constructs that describe how learning occurs, and what motivates people.

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Definition of Theories:(3 of 3)Generally theories developed by all of

us to help us understand how things work in our world.

Theories are useful when they describe a set of facts and develop a logical rationale for what is likely to be true, given those facts

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Factors Determining Human Performance (1 of 5)

P = M x KSA x E

ENVIRONMENT (E) KNOWLEDGE, SKILLS, AND

ATTITUDES (KAS) MOTIVATION (M)

PERFORMANCE (P)

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Factors Determining Human Performance: (2 of 5)Performance:The performance model indicates that a

person’s performance depends on the interaction of motivation, KSAs and Environment. Motivation arises from our needs and our beliefs about how best to satisfy those needs. Both motivation and KSAs are part of our memory and thinking systems( i.e., cognitive structure)

Chapter 3

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Factors Determining Human Performance: (3 of 5)

Motivation: Why do they act like that? Motivation is part of a person’s cognitive

structure and is not directly observable. Thus it is typically defined in terms of its effects on behavior, which are observable. Most of the scientific literature defines motivation as the direction, persistence, and amount of effort expended by an individual to achieve a specified outcome.

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Factors Determining Human Performance: (4 of 5)In other words, the person's motivation is

reflected by the following: What need(s) the person is trying to satisfy The types of activity the person does to

satisfy the need How long the person keeps doing itHow hard the person works at it

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Factors Determining Human Performance: (5of 5)

KSAs: Our job performance, our behavior in general,

is a function of what we know, what we are able to do, and what we believe(KSAs). We don’t have the KSAs, we can’t perform. However, additional factors are important in determining our performance.

Environment: Environment refers to the physical surrounding

in which performance must occur, including that our performance will be rewarded or punished.

Reinforcement Theory Social Learning Theory

Goal Theories

Need Theories

Expectancy Theory

Adult Learning TheoryInformation Processing Theory

Learning Theories

Reinforcement theory - emphasizes that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors.Several processes in reinforcement theory are

positive reinforcement, negative reinforcement, extinction, and punishment.

Learning Theories (cont.)

Reinforcement theoryThe 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.

Trainers can withhold or provide job-related, personal, and career-related benefits to learners who master program content.

Learning Theories (cont.)

Social learning theory - emphasizes that people learn by observing other persons (models) whom they believe are credible and knowledgeable.

The theory recognizes that behavior that is reinforced or rewarded tends to be repeated.

Learning Theories (cont.)

Social learning theoryLearning new skills or behavior comes from:

directly experiencing the consequences of using a behavior or skill, or

the process of observing others and seeing the consequences of their behavior.

Learning Theories (cont.)

Social learning theoryLearning is also influenced by a person’s self-

efficacy, which is a person’s judgment about whether he or she can successfully learn knowledge and skills.

A person’s self-efficacy can be increased using several methods: verbal persuasion, logical verification, observation of others (modeling), and past accomplishments.

Learning Theories (cont.)

Figure - Processes of Social Learning Theory

Goal theoriesGoal setting theory - assumes that behavior

results from a person’s conscious goals and intentions.

Goals influence a person’s behavior by: directing energy and attention. sustaining effort over time. motivating the person to develop strategies for goal

attainment.

Learning Theories (cont.)

Goal theoriesGoal setting theory

It 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.

Learning Theories (cont.)

Goal theoriesGoal orientation - the goals held by a trainee

in a learning situation. It includes learning and performance orientation. Learning orientation - trying to increase ability or

competence in a task. Performance orientation - learners who focus on

task performance and how they compare to others.

Learning Theories (cont.)

Goal theoriesGoal orientation

It affects the amount of effort a trainee will expend in learning (motivation to learn).

Learners with a high learning orientation will direct greater attention to the task and learn for the sake of learning in comparison to learners with a performance orientation.

Learners with a performance orientation will direct more attention to performing well and less effort to learning.

Learning Theories (cont.)

Learning Theories (cont.)Need theories

Helps to explain the value that a person places on certain outcomes.

Need - a deficiency that a person is experiencing at any point in time.

Maslow’s and Alderfer’s need theories focused on physiological needs, relatedness needs, and growth needs.

Learning Theories (cont.)Need theories

The major difference between Alderfer’s and Maslow’s hierarchies of needs is that Alderfer allows the possibility that if higher-level needs are not satisfied, employees will refocus on lower-level needs.

McClelland’s need theory focused primarily on needs for achievement, affiliation, and power.

Learning Theories (cont.)Need theories

Suggest that to motivate learning, trainers should identify trainees’ needs and communicate how training program content relates to fulfilling these needs. If certain basic needs of trainees are not met, they

are unlikely to be motivated to learn.

Learning Theories (cont.)Expectancy theory Victor Vroom (1964) Expectancy Theory

It suggests that a person’s 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 associated with a particular outcome. Valence - the value that a person places on an

outcome.

Figure - Expectancy Theory of Motivation

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Expectancy Theory - VroomMotivation = Valence x Expectancy x Instrumentality

Valence – the value placed on reward (Is it worth the extra effort?)

Expectancy – the belief if one works harder, performance will improve.

(If I work hard than everyone else, will I produce more)

Instrumentality – expectation that improved performance will be rewarded

(If I produce more, will I get a raise?)

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Implications of Expectancy TheoryDetermine the outcomes employees valueIdentify good performance so appropriate

behavior can be rewardedMake sure employees can achieve targeted

performanceLink desired outcomes to targeted levels of

performanceMake sure changes in outcomes are large

enough to motivate high effortMonitor the reward systems for inequities

Learning Theories (cont.)Information processing theory

It highlights how external events influence learning, which include: Verbal instructions, pictures, diagrams, and maps

suggesting ways to code the training content so that it can be stored in memory.

Meaningful learning context (examples, problems) creating cues that facilitate coding.

Demonstration or verbal instructions helping to organize the learner’s response as well as facilitating the selection of the correct response.