Transcript Maximizing Trainee Learning

Maximizing Trainee
Learning
Chapter #4
Transfer is the goal!!!
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Learning that can apply to job
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Is ee trainable?
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Eyes, hearing, reading learning problems
Training anxiety (MBTI training)
Break down materials into easy steps
Opportunity labeling (giving value)
How can we best achieve transfer????
Please understand that
Performance = Ability X Motivation
You may have to measure
trainability #79
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Trainability testing
 Use
standardized form of instructor
demonstration
 Applicant is asked to perform task
 Record and rate performance
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Class Demonstration
Arrangement of learning
environment
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Training sites
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Training room
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Quiet, accessible, enough space, break out rooms, lunch,
snacks for breaks,
Noise, colors, lighting, chairs, glare, acoustics, room size
Seating arrangements
 Fan type seating
 Classroom
 Horse shoe
 Rounds
Prepare your learning environment
Does everything work?
 Back ups?
 Keep it neat and clean
 Hand outs
 When and how to give breaks
 Practice, practice, presentations
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sections on presentation skills)
Learning
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Is a relatively permanent change in on
job behavior.
Adults learn differently
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Pedagogy (child learning)
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PASSIVE LEARNERS
Bring little experience
Teacher make decisions about learning content
Andragogy (adult learning) (Knowles)
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Need to know why?
Self directed
Bring experiences
Problem centered
Learn by doing
Motivation is both extrinsic and intrinsic
Therefore, a good
trainer must be a
facilitator of adult
knowledge
Training that transfers allows
practice.
Active practice
 Over learning
 Massed practice
 Distributive practice
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Three Stages
Sequencing practice
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Learning occurs in three stages
Declarative
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Factual knowledge
Knowledge computation
 Turns
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Proceduralized knowledge
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information into knowing
The use and reliance on new skills
(Anderson)
Feedback
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Reinforcement theory
You must have it
 Need for reward
 Need ASAP
 Results in self efficacy
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Positive
 Negative
 None at all
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Materials must represent value to
trainee. Must be organized well
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#90
Tell them what you are to teach
Teach them
Tell them what you taught them.
 Explain
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Objectives and agenda
 Present
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overview
material
Examples, visualization, experiential learning
 Practice
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Teach simple skills first and work up to more
complex skills…Increases self efficacy.
Training must adapt to individual
differences. You must understand
where trainees are!!!!!
Diversity in the workplace
age, gender, language,
customs, cultures, organization
levels,
Learning curves #94,95
Match training methods to trainee
aptitudes Look #96, 97 fig. 4.6,
4.7
Learning styles
(programs should allow for all
styles)
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Activists
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Reflectors
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Like to stand back
Theorists
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Need immediate experience
Deductive reasoners
Pragmatists
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Want to try out everything they learn
Behavior Modeling
Learn by imitation
 Role modeling
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High self monitors
 Low self monitors
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Training Theories of Motivation
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Goal setting
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Reason for outcomes and objectives
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Reinforcement theory
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Expectancy Theory
 Effort
must lead to positive outcome
Transfer of Key Behaviors
Generalization
 Maintenance
 Identical elements
 Fidelity
 Near transfer
 Far transfer
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3 possible results
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+ transfer
- transfer
0 transfer
Transfer stats
only 10 % training dollars result in long
term transfer
 Only 40% training dollars is transferred
immediately
 Only 15% used in 1 year
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So how can you make transfer
happen???
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Needs analysis
Gain Management
support
Allow practice
Give value
Self management
programs
Follow up programs
Reward