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Chapter 3

Recognize the different factors that must be addressed in training Understand the learning cycle in training
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0% found this document useful (0 votes)
23 views23 pages

Chapter 3

Recognize the different factors that must be addressed in training Understand the learning cycle in training
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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ORGANIZATIONAL

LEARNING, MOTIVATION
AND PERFORMANCE
Chapter 3
Recognize the
different factors that
must be addressed
in training
Objectives:
Understand the
learning cycle in
training
“The ability to learn faster than your competitors may
be the only sustainable competitive advantage”

-Arie de Geus, Planning Head for Royal Dutch/Shell

“Forget your tired old ideas about leadership. The most


successful corporation of the 1990s will be something
called a learning organization”.
-Fortune Magazine
What is Learning Organization?

A learning organization is not just a management fad. It


signifies a strategic move and orientation on how an
organization is competitive and effective. An organization’s
knowledge is the basis of competitive advantage
Learning Organization is an organization skilled at creating,
acquiring, and transferring knowledge, and at modifying its
behavior to reflect new knowledge and insights.
Learning – is a process of obtaining knowledge and skills that
engage in one’s change of behavior. It is the outcome of
experiences that allow an individual to show newly obtained
behavior.
Learning can be illustrated using outcomes of learning which could
be classified into the following general groups:
1. Verbal information – these are facts, knowledge, and principles
of information; also known as declarative knowledge.
2. Intellectual skills – these are concepts, rules, and procedures
that govern many activities in people’s daily lives like driving a
car; also known as procedural knowledge.
3. Cognitive Skills – it is an application of information and
techniques and understanding how and when to use
knowledge and information.
4. Motor Skills – synchronization and carrying out of physical
movements that entail the use of muscles like learning how to
swim.
5. Attitudes – preferences and internal state link with one’s
beliefs and feelings; attitudes are learned and can be changed;
they are the most complicated to win over through training.
In designing a training program in which learning
is utilized, training must assess the basic
principles of how an individual learns. Both the
design of the training programs and materials
learning principles must be evaluated and
integrated. Designing a training program for
organizational learning follows a learning cycle.
The Learning Cycle

Identification
Learning
of Learning
Design
Needs

Delivery of
Learning
Learning
Evaluation
Programme
Identification of learning needs – the process by which
organizations and individuals systematically investigate current
and future learning requirements in relation to the operating
environment.
Learning Design – developing an intervention to address the
identified learning needs.
Delivery of Learning Program – the implementation of the
learning intervention at individual, group, or organizational
levels.
Learning Evaluation – knowing if the investment I learning has
the desired result.
Precondition of Learning

Prior to placement in any training program, learners must be ready to


learn. Trainers must be trainable, that is they can learn and are motivated
to learn. A way to assess motivation to learn is to inspect how involved
trainees are in their own jobs and career planning. Trainees must know
beforehand the value of the training program they will participate in to
guarantee the learning of new behaviors and use them in their jobs.

Trainers, on the other hand, must endeavor to get the support of trainees
and supervisors before implementing the program specifically in sensitive
topics of diversity, gender, and race discrimination.
The Conditions of the Learning Environment
Trainers must decide on how to best arrange the training environment by
addressing the following issues:
a. Whole vs. part learning – trainees must learn each part separately from
the simplest to the most difficult, but they must be shown the whole
performance so that they know what their final goal is.
b. Massed vs. spaced practice – spaced practice (practicing the new behavior
and taking rest periods in between) is more effective than massed practice
(practicing new behavior without breaks), especially for motor skills.
c. Overlearning – is practicing far beyond the point of performing the task
successfully which is vital in both the acquisition and transfer of
knowledge and skills; overlearning is important for driving or flying skills so
that in time of crisis that individual can learn quickly what actions should
be taken.
The Conditions of the Learning Environment

d. Goal Setting – This can aid employees in improving their


performance by directing their attention to behavior that requires to
be changed.
e. Knowledge of results – for trainees to improve their performance,
they need timely and specific feedback.
f. Attention – Training programs and materials must be designed by
trainers to make certain that trainers will focus their attention on
them.
g. Retention – if the materials presented are easy to understand, there
will be more retention on the part of the trainees.
Ensuring Motivation to learn is the aspiration to learn
the content of the training program. The
Employees desire consists of having the vigor to learn,
Motivation directing that vigor toward learning and
exerting effort to learn even when challenged
for Learning with difficulties.
Factors that influence Motivation to Learn

FACTORS DESCRIPTION ACTIONS TO ENHANCE OR IMPROVE


Self-efficacy Employees belief that they • Show employees the training success of
can successfully learn content their peers
of the training program • Communicate the purpose of training is to
improve not identify areas of incompetence
• Communicate purpose and activities
involved in the training
• Emphasize that learning is under their
personal control.
Benefits or Job related, personal, career • Realistic communication about short- and
consequences of benefit that can result from long-term benefits from training
training attending training
Factors that influence Motivation to Learn

FACTORS DESCRIPTION ACTIONS TO ENHANCE OR IMPROVE


Awareness of Knowledge of skills • Communicate why they need to attend training program
training needs strengths and weakness • Share performance appraisal information
• Encourage employees to complete self-evaluation of all
strengths and weaknesses
• Allow employees to participate in choice of training to
attend
Work environment Proper tools and • Give employees opportunities to practice and apply
equipment, materials, skills to their work
supplies, budget, time • Encourage employees to provide feedback to each other
• Encourage trainees to share training experiences and
Managers’ and peers situations where the use of training content in their
willingness to provide work
feedback and reinforce use • Provide resources necessary for training content to be
of training content used in their work
Factors that influence Motivation to Learn

FACTORS DESCRIPTION ACTIONS TO ENHANCE OR IMPROVE


Basic Skills Cognitive ability, reading • Ensure trainees have prerequisite skills needed for
and writing skills understanding and learning training content
• Provide remedial training
• Use video or other visual training methods
• Modify training program to meet trainers’ basic skill
levels
Goal Orientation Goals help by the • Create a learning goal orientation by deemphasizing
employees in a learning competition between trainees, allowing trainees to
environment make errors and to experiment with new knowledge,
skills, behavior during training and setting goals-based
learning experiments.
Conscientiousness Tendency to be reliable, • Communicate the need for learning
hardworking, self-
discipline and persistent
SOCIAL AND
ADULT LEARNING THEORY
SOCIAL LEARNING THEORY
Social Learning theory – is that events and consequences in the learning
situation are cognitively sorted out before they are learned or influence
behavior. The sorting out of the information directs to learning and
transformation in behavior. The cognitive processes that are part of
learning are:
Motivation – integrates the operant conditioning concept of behavior
consequences affecting the likelihood of future behavior. Behavior
consequences of a person can be transpired through anticipatory
learning in which when a person learns what consequences are
connected with a behavior without actually engaging in the behavior and
receiving the consequences.
Idea: You have to be motivated to imitate the learned behavior.
Attention – the concept of attention is important in training. Learning is
enhanced by making input learning points stand out so that the trainees will
focus attention on them.
Idea: paying attention how things are being done
Retention – the more training is planned to facilitate the retention processes ,
the more learning will take place.
Idea: storing the information you learn from what you observed
Behavior reproduction – is a repeated practice. The more person performs
using latest information, the more it is trained and preserved. Valuable
training programs are required to produce desirable consequences of learning
and of using the learning back on the workplace
Idea: performing the behavior you observed in a person
ADULT LEARNING THEORY
Adult learning theory has important implications for training in every
step of the training procedure. The trainee and trainers should be
mutually responsible for design and structure of training programs.
Below are the implications of adult learning theory for training.
1. Adults need to know the rationale for training.
2. Adult must have some contributions into the planning and instruction
of training programs.
3. Adult should participate in the need analysis and have contribution
like training content and methods
4. The designer of training programs must reflect on needs and interest
of the trainees.
5. The training content must be meaningful and useful to
trainers’ work-related needs and problems.
6. Trainers must be conscious of trainees’ experiences and
utilize them as examples.
7. Adults can learn independently and may desire to do so.
8. Adults are motivated by both intrinsic and extrinsic
rewards.
9. Adults must be given safe practice opportunities.
THANK
YOU

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