Scribd Logo
Upload

Welcome to Scribd!

  • 19 views

    TD New Slides 1

    Uploaded by

    Gullabudin Hassan Zada
    The document defines learning, types of learning (verbal information, intellectual skills, motor skills, attitudes), and learning theories (reinforcement theory, social learning theory, goal setting theory, need theories). It also discusses adult learning theory and key differences between pedagogy and andragogy. Finally, it provides guidance on designing effective training programs, including selecting an appropriate training site and room as well as suitable seating arrangements.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    TD New Slides 1

    Uploaded by

    Gullabudin Hassan Zada
    19 views23 pages
    The document defines learning, types of learning (verbal information, intellectual skills, motor skills, attitudes), and learning theories (reinforcement theory, social learning theory, goal setting theory, need theories). It also discusses adult learning theory and key differences between pedagogy and andragogy. Finally, it provides guidance on designing effective training programs, including selecting an appropriate training site and room as well as suitable seating arrangements.

    Original Title

    TD new slides 1

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document defines learning, types of learning (verbal information, intellectual skills, motor skills, attitudes), and learning theories (reinforcement theory, social learning theory, goal setting theory, need theories). It also discusses adult learning theory and key differences between pedagogy and andragogy. Finally, it provides guidance on designing effective training programs, including selecting an appropriate training site and room as well as suitable seating arrangements.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    19 views23 pages

    TD New Slides 1

    Uploaded by

    Gullabudin Hassan Zada
    The document defines learning, types of learning (verbal information, intellectual skills, motor skills, attitudes), and learning theories (reinforcement theory, social learning theory, goal setting theory, need theories). It also discusses adult learning theory and key differences between pedagogy and andragogy. Finally, it provides guidance on designing effective training programs, including selecting an appropriate training site and room as well as suitable seating arrangements.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 23

    WHAT IS LEARNING?

     Learning: is a relatively permanent change in


    human capabilities that is not a result of
    growth processes.
     Verbal information includes names or labels,
    facts, and bodies of knowledge.
     Verbal information includes specialized
    knowledge that employees need in their jobs.
     For example, a manager must know the
    names of different types of equipment.
     Intellectual skills include concepts and rules.
    These concepts and rules are critical to
    solve problems, serve customers, and create
    products.
     For example, a manager must know the steps in
    the performance appraisal process (e.g., gather
    data, summarize data, prepare for appraisal
    interview with employee) in order to conduct an
    employee appraisal.
     Motor skills include coordination of physical
    movements. For example, a telephone
    repair person must have the coordination
    necessary to climb ladders and
    telephone poles.
     Attitudes: are a combination of beliefs and feelings
    that predispose a person to behave
    a certain way.
     Attitudes include a cognitive component (beliefs), an
    affective component (feeling), and an intentional
    component (the way a person intends to behave in
    regard to the subject of the attitude).
     Important work-related attitudes include job
    satisfaction, commitment to the organization, and job
    involvement
     Suppose you say that an employee has a
    “positive attitude” toward her work.
     This means the person likes her job (the affective
    component). She may like her job because it is
    challenging and provides an opportunity to meet
    people (the cognitive component).
     Because she likes her job, she intends to stay with
    the company and do her best at work (the
    intentional component).
     Cognitive strategies control the processes of
    learning. They relate to the learner’s decision
    regarding what information to attend to (i.e., pay
    attention to), how to remember, and how
    to solve problems.
     For example, a physicist recalls the colors of the
    light spectrum through remembering the name
    “Roy G. Biv” (red, orange, yellow, green, blue,
    indigo, violet).
    LEARNING THEORIES

     Reinforcement theory (B. F. Skinner emphasizes


    that people are motivated to perform or avoid
    certain behaviors because of past outcomes that
    have resulted from those behaviors.
     There are several processes in reinforcement
    theory. Positive reinforcement is a pleasurable
    outcome resulting from a behavior. Negative
    reinforcement is the removal of an unpleasant
    outcome.
     For example,
    if a manager yells at employees when they are late,
    they may avoid the yelling by being on time.
     From a training perspective, reinforcement theory
    suggests that for learners to acquire
    knowledge, change behavior, or modify skills, the
    trainer needs to identify what outcomes
    the learner finds most positive (and negative).
     Social learning theory (Albert Bandura
    1977) ) emphasizes that people learn by
    observing other persons (models) whom they
    believe are credible and knowledgeable.
     Social learning theory also recognizes that
    behavior that is reinforced or rewarded tends
    to be repeated.
     Goal setting theory (Locke and Latham)
    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, and motivating the person
    to develop strategies for goal attainment
     Need Theories (David McClelland)
    Need theories help to explain the value that a
    person places on certain outcomes. A need
    is a deficiency that a person is experiencing at
    any point in time. A need motivates a person
    to behave in a manner to satisfy the
    deficiency.
    Adult Learning Theory

     Pedagogy: the art and science of teaching


    children, has dominated educational theory.
     Pedagogy gives the instructor major
    responsibility for making decisions about learning
    content, method, and evaluation.
    Students are generally seen as:
    (1) being passive recipients of directions and
    content and
    (2) bringing few experiences that may serve as
    resources to the learning environment
     Andragogy:
    the theory of adult learning.
    1. Adults have the need to know why they are learning
    something.
    2. Adults have a need to be self-directed.
    3. Adults bring more work-related experiences into the
    learning situation.
    4. Adults enter into a learning experience with a problem-
    centered approach to learning.
    5. Adults are motivated to learn by both extrinsic and
    intrinsic motivators.
    DESIGNING EFFECTIVE TRAINING
    PROGRAMS
     Selecting and Preparing the Training Site
    The training site refers to the room where
    training will be conducted. A good training
    site offers the following features:57
    1. It is comfortable and accessible.
    2. It is quiet, private, and free from
    interruptions.
     3. It has sufficient space for trainees to move
    easily around in, offers enough room for
    trainees to have adequate work space, and
    has good visibility for trainees to see each
    other,
    Details to Be Considered in the Training
    Room
     Noise. Check for noise from heating and air
    conditioning systems, from adjacent rooms
    and corridors, and from outside the building.

    Colors. such as oranges, greens, blues, and yellows are
    warm colors.
    Variations of white are cold and sterile. Blacks and
    brown shades will close the room in
    psychologically and become fatiguing.
     Room structure. Use rooms that are
    somewhat square in shape. Long, narrow
    rooms make it difficult for trainees to see,
    hear, and identify with the discussion.

    Lighting. Main source of lighting should be
    bright lights. radiant lighting should be
    spread throughout the room.
     Electrical outlets. Outlets should be available
    every six feet around the room. A telephone
    jack should be next to the outlets. Outlets for
    the trainer should be available
    Seating Arrangements
     Fan-type seating is favorable to allowing trainees to see
    from any point in the room.

    Trainees can easily switch from listening to a presentation to
    practicing in groups, and
    trainees can communicate easily with everyone in the room.

     Fan-type seating is effective for training that includes


    trainees working in groups and teams to analyze problems
    and synthesize information.
    traditional classroom-type seating

     If the training primarily involves knowledge acquisition,


    with lecture and audiovisual
    presentation being the primary training method used,
    traditional classroom-type seating is
    appropriate.

     Traditional classroom instruction allows for trainee


    interaction with the trainer but makes it difficult for
    trainees to work in teams (particularly if the seats are
    not movable to other locations in the room).
    conference-type and hosreshoes
    arrangement
     If training emphasizes total-group discussion
    with limited presentation and no small-group
    interaction, a conference-type arrangement
    may be most effective.

     If the training requires both presentation and


    total-group instruction, the horseshoe
    arrangement is useful.

    You might also like