Training & Development Class 4

A relatively permanent change in human capabilities that is not a result of growth processes

Verbal information Intellectual skills Motor skills Attitudes Cognitive strategies

-Provide opportunities for trainees to practice and receive feedback -Offer meaningful training content -Identify any prerequisites that trainees need to complete the program successfully -Allow trainees to learn through observation and experience and ensure that the work environment supports use of skills

Emphasizes that people are motivated to perform or avoid certain behaviors because of past outcomes that have resulted from those behaviors Processes include: Positive reinforcement Negative reinforcement Extinction Punishment

-Identify what outcomes trainees consider to be positive or negative -Link these outcomes to learners acquiring knowledge, skills, or changing behaviours -Withhold or provide job-related, personal, and career-related benefits to learners who master program content -Behavior modification is a training method that is primarily based on reinforcement 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

-directly experiencing -Observing Others

-Verbal Persuasion -Logical Verification -Observation of others (modeling) -Past accomplishments

-Attention -Retention -Motor Reproduction (Physical Capability) -Motivational Processes (Reinforcement)

Assumes that behavior results from a person's conscious goals and intentions

-Directing energy and attention -Sustaining effort over time -Motivating the person to develop strategies for goal attainment

How you approach learning and achievement situations

-Learning Orientation: -Performance Orientation

-Focusing on task performance and how they compare to others

The amount of effort a trainee will expend in learning (performance vs. Learning)

Trying to increase ability or competence in a task

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

A deficiency that a person is experiencing at any point in time

-Physiological needs -Relatedness needs -Growth needs

-Self-Actualization -Esteem -Social -Safety -Physiological

-Growth -Relatedness -Existence

Maslow: hierarchy exists Alderfer: no hierarchy

-Individual acts in a manner that will satisfy themselves -Trainers should identify those needs -Let employees choose training programs

Behavior is based on three factors: -Expectancies: Link between trying to perform a behavior and actually performing well -Instrumentality: Belief that performing a given behavior is associated with a particular outcome -Valence: Value that a person places on an outcome

Effort=Expectancy X Instrumentality X Valence(value)

Learning is best facilitated when -Trainees think they can do it -Learning is linked to good outcomes (pay raise) -Outcomes come eventually

-Adults need to know why they are learning something -Need to be self-directed -work-related experiences come into play -They are problem-centered focused -Motivated by both extrinsic and intrinsic motiavtion

-internal processes that occur when training is happening -Highlights external events influencing learning (Changes in stimulus) (enhancing perceptual features of the material) S -So basically making things fancy/flashy/different might help retain info for trainees

-Applying what you learn in training to your job.

Trainee's ability to apply what they learned to work

Process of trainees continuing to use what they learned over time

-more difficult when tasks are different from work environment

-things learned in training that are identical to tasks on the job

Linked to more general learning principles

-Mental and Physical *Expectancy *Perception *Working Storage *Semantic Encoding

Mental state that the learner brings to the instructional process

perceiving the message and processing it

rehearsal/repetition info

Actual coding process of incoming messages

-Rehearsal -Organizing -elaboration

-Concrete experience -Reflective Observation -Abstract Conceptualization -Active experimentation

instruction

the training environment

-Rehearsal/practice

-trainees need to continue to practice even if they can already do it

Giving trainees opportunities to make errors and how to learn from them

-individuals practice a task continuously, without resting

rest intervals implemented (this is better)

how hard a task is

Degree to which the task requires you to be smart

How strong do you need to be?/physically able

All tasks/objectives should be practiced at the same time

-An objective should be practiced individually

Making tasks so automatic that you dont even have to think about doing them

Groups of employees who work together, learn from each other etc

Person's attempt to control certain aspects of decision making and behavior

-When someone starts to result to their old way of habit instead of the training principles

Trainees' perceptions of charac. of the work environment that facilitate or inhibit the use of trained skills or behavior

processes within the learner that must be present for earning to occur

processes in the learning environment that facilitate learning