Transcript Learning and Instruction

Learning and HRD
Chapter 3
Human Resource Development
Learning and Instruction
Search for Basic Learning Principles
Contiguity – association
Law of Effect
Practice – strengthened with
reinforcement
Instructional Psychology
Describing learning goal
Analyzing initial state of learner
Identifying conditions allowing learner to
gain competence
Assessing and monitoring learning
process to determine effectiveness of
training
Trainee Characteristics
Trainability = f(Motivation, Ability,
Perceptions of work environment)
Perceptions of training
 Self-efficacy
 Factors that increase motivation

Personality and attitudes

Extraversion, openness,
conscientiousness, agreeableness, stability
Conditions of Practice
Active practice – can be mental practice
Massed vs. spaced practice
Rest intervals early in training
 Less meaningful, greater difficulty and
amount
 Less capable, less experienced learner
 Retention

Whole vs. part
Conditions of Practice
Overlearning
Knowledge of results/feedback
Important aspects
 Provisions of feedback
 Specify corrective actions
 Reward/punishment consequences

Retention
Meaningfulness of material
Degree of original learning
Retroactive interference – new learning
interferes with old learning
Proactive – old learning interferes with
the retention of new learning
Transfer of Training
Stimulus
Response
Transfer
same
same
positive
same
different
negative
different
different
zero/none
Transfer of Training
Identical elements
General principles
Stimulus variability
Support in the work environment
Increasing Transfer
Maximize similarity
Practice
Variety of situations and examples
Understand general principles
Support
Opportunity to perform on the job
Feedback and reinforcement
Learning Curves
Negatively accelerated – material easy,
experienced learner, high ability
Positively accelerated – material
complex, learner inexperienced
S shaped – positively accelerated in
early stages negatively in later
(common)
Plateaus in Learning
Hierarchy of habits
Motivation declines
Incorrect learning being eliminated
Learning material that is complex whole
composed of several simple parts
Kolb’s Preferred Modes of
Learning
Concrete experience – direct
experience, interpersonal relations and
feelings as opposed to thinking
Abstract conceptualization –think about
it, analyze, model
Reflective observation – watching and
learning different points of view
Active experimentation
Kolb’s Learning Styles
Convergent – abstract conceptualization
and active experimentation (thinking and
doing with focus on problem solving,
decision making)
Divergent – concrete experience and
reflective observation (feeling and
watching imagination, awareness of
values, ability to generate alternative
courses of action)
Kolb’s Learning Styles
Assimilation – abstract conceptualization
and reflective observation (thinking and
watching with stress on inductive
reasoning, integration of disparate
observations)
Accommodative – concrete experience
and active experimentation (feeling and
doing, executing plans, involvement in
new experiences)
Weinstein and Mayer –
Learning Strategies
Rehearsal strategies for learning
1. basic tasks – repeating items on list
2. complex tasks – underlining, copying
Elaboration strategies for learning
3. basic tasks – mental image
4. complex tasks – notes, summarizing
Weinstein and Mayer
(continued)
Organizational strategies for
5. basic tasks - grouping, ordering
6. complex tasks – outlining material
7. Comprehension monitoring strategies
- self-questioning
8. Affective strategies
-increasing alertness, reducing anxiety
Perceptual Preferences
Print
Visual
Aural
Interactive
Tactile/manipulative
Kinesthetic/psychomotor
Olfactory
Expert Performance
Deliberate practice over extended time
High level of motivation
Acquired under optimal conditions –
superior innate ability not sufficient
Leads to physiological adaptations
Maximum of 4 one hour sessions a day
Expert in limited performance domain
Age of peak performance varies by
domain
Gagne-Briggs Instructional
Theory (Taxonomy)
Intellectual skills – rules, concepts,
procedures used to accomplish tasks
Verbal information – declarative
knowledge (reciting)
Cognitive strategies – skills used to
control learning, thinking, remembering
Motor skills – using body
Attitudes