Chapter Four

Learning &
Transfer of Training

Presented by

Maqsood Yaqoob

Muhammad Shahzad
 Objectives (1)
O Discuss the five types of learner outcomes

O Explain the implications of learning theory

for instructional design
O Incorporate adult learning theory into the
design of a training program
O Describe how learners receive, process,
store, retrieve, and act upon information
 Objectives (2)
O Discuss the internal conditions (within the
learner) and external conditions (learning
environment) necessary for the trainee to
learn each type of capability
O Discuss the implications of open and closed
skills and near and far transfer for designing
training programs
O Explain the features of instruction and the
work environment that are necessary for
learning and transfer of training
 Learning & Transfer
O Both learning and transfer are important

O Learning refers to a relatively permanent

change in human capabilities

O Transfer refers to trainees applying what

they have learned to their jobs
 Two Types of Transfer
O Generalization applying what was learned
to situations that are similar but not
identical to those in training
O Maintenance trainees continuing to use
what they learned over time
Model of Learning & Transfer

Insert Figure 4.1

 Learning Outcomes (1)
KSAOs
O Verbal Information (K)
o specialized knowledge, including names,
labels, facts, and bodies of knowledge

O Intellectual Skills (Ability- potential and

acquired)
o concepts and rules critical to solve
problems, serve customers, and create
products

O Motor Skills (S)

o coordination of physical movements
 Learning Outcomes (2)
O Attitudes (O –Other)
o beliefs and feelings that predispose a
person to behave in a certain way

O Cognitive Strategies (A- Ability)

o strategies that regulate thinking and
learning
o they relate to decisions regarding what
information to attend to, how to
remember, and how to solve problems
 Learning Theories
Social
Reinforcement
Learning Goal Theories
Theory
Theory

Expectancy Adult Learning

Need Theories
Theory Theory

Information
Processing
Theory
 Reinforcement Theory
O Individuals are motivated to perform or
avoid behaviors because of past outcomes
of behavior
O Trainers - identify what outcomes learners
find most favorable or unfavorable
- link behaviors to consequences to
acquiring new knowledge and skills
 Reinforcement Theory (2)
O Positive reinforcement- when a
consequence is added and the behavior
increases in the frequency or duration
O Negative reinforcement – when a
consequence is removed and the behavior
increases in the frequency or duration
O Extinction –when withdrawing a
reinforcer (positive or negative) and
behavior stops
O Punishment – a consequence is added or
removed and suppresses the behavior
 Social Learning Theory (1)
O Individuals learn by observing models of
behavior, emulating behavior, and receiving
reinforcement and rewards
O Learning results from directly experiencing
the consequences of using a skill, observing
others, and seeing the consequences of
their behavior
 Social Learning Theory (2)
O Four processes involved in learning
o Attention
o Retention
o Motor reproduction
o Motivational processes
 Social Learning Theory (3)
O Self-efficacy is important
o an individual’s belief that he/she can
successfully learn knowledge and skills
O Self-efficacy can be increased through:
o Developing competency in performing a
task
 Goal Orientation (1)
O Learning orientation relates to trying to
increase ability and competence in a task
o People with a learning orientation view
mistakes as useful for learning

O Performance orientation refers to a desire

to look good in comparison to others
o Individuals with a performance
orientation avoid mistakes because they
do not want to appear foolish
 Goal Setting Theory
(Locke & Latham)
O Set goals that are:
o Meaningful
o Challenging but achievable
o Acceptable (to the learner)
o Specific (proximal to distal)
O Provide self or other-generated feedback
O In some cases participation in goal setting
is better than assigned goals
Expectancy Theory (1)
 Expectancy Theory (2)
O Based on this model, trainers should:
o ensure trainees are confident in their
ability (expectancy)
o provide and communicate valued
rewards (valence)
o ensure valued rewards are received if
trainees successfully learn and transfer
(instrumentality)
 Adult Learning Theory
O Adults have the need to know “why”
o So do children (after a certain age)
O Adults have a need to be self-directed
(autonomy) and competent
o So do children!
o Self-Determination Theory
O Adults bring more work-related experiences
to the learning situation
O Adults enter a learning experience with a
problem-centered approach (so do children)
O Adults are extrinsically and intrinsically
motivated (so are children)
Information Processing Theory
O Changes in the intensity or frequency of the stimulus
that affect attention.
O 2. Informing the learner of the objectives to establish an
expectation.
O 3. Enhancing perceptual features of the material
(stimulus), drawing the attention of the learner to
certain features.
O 4. Verbal instructions, pictures, diagrams, and maps
suggesting ways to code the training content so that it
can be stored in memory.
O 5. Meaningful learning context (examples, problems)
creating cues that facilitate coding.
O 6. Demonstration or verbal instructions helping to
organize the learner’s response, as well as facilitating
the selection of the correct response.
Transfer of Training Theory
Closed v. Open Skills
O Transfer can be enhanced by understanding
the type of skill
O Closed Skills (training- reactive)
o Involve responding to predictable
situations with standardized responses

O Open Skills (education – proactive)

o Involve responding to variable situations
with adaptive responses
 Closed Skills
O Promoting transfer for closed skills:
o provide detailed checklists to follow
o provide high-fidelity practice
o shape favorable attitudes toward
compliance
o reward compliance
 Open Skills
O Promoting transfer for open skills:
o teach general principles
o shape favorable attitudes toward
experimentation
o allow trainees to make mistakes without
fear of punishment
o provide rewards for experimentation
Theory of Identical Elements
O Transfer maximize the similarity between
training and the job environment
O Identical elements are particularly
important for promoting near transfer,
applying learned capabilities exactly to the
work situation
O See Baltimore City Police
o Hostage negotiation team training
Mental & Physical Processes (1)
O Learning depends on the learner’s cognitive
processes, organizing the content in a
mental representation, and relating the
content to existing knowledge from long-
term memory
Mental & Physical Processes (2)
O Learning is a function of eight processes:
o expectancy
o perception
o working storage
o semantic encoding
o long-term storage
o retrieval
o generalizing
o gratifying
 Learning Strategies
O Different learning strategies influence how
training content is coded
o rehearsal: learning through repetition
o organizing: finding similarities and
themes
o elaboration: relating the material to
other more familiar knowledge
 Employees need to practice
O Practice should:
o involve the trainee actively
o include overlearning
o take the appropriate amount of time
o include the appropriate unit of learning
 Massed vs. Spaced Practice
O Massed practice involves practicing
continuously without rest
O With spaced practice, individuals are given
rest intervals within the practice session
O Effectiveness of massed versus spaced
practice varies by the characteristics of the
task
 Whole vs. Part Practice
O One option with practice is focusing on all
tasks at the same time (whole practice)
O Another option is practicing each component
as soon as it is introduced in a training
program (part practice)
O Trainers should incorporate both types
 Employees need feedback
O Employees need feedback about how well
they are meeting training objectives
O Feedback should be specific and follow the
behavior as closely as possible
Encourage trainee responsibility and
self-management
O Self-management refers to a person’s
attempt to control aspects of decision
making and behavior
O Self-management training involves setting
goals to use skills on the job, identifying
obstacles and ways to overcome them, and
self-administering rewards
 Summary

O by defining learning and transfer of learning and identifying

the capabilities that can be learned:
O discussed several theories of learning:
O three transfer of training theories were discussed:
O The section on learning process emphasized that internal
processes (expectancy, storage, and retrieval), as well as
external processes (gratifying), influence learning.
O discussed the relationship between the implications of the
learning process, transfer of training, and the design of
instruction.
O the training design should encourage learners to self-manage
and ensure that the learners’ work environment supports
learning and transfer.
 The End

O Question and Answers