Lecture 3 -Human Resource Development

8/11/2019 Lecture 3 -Human Resource Development

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Human Resource Development

Lecture 3

Learning and HRD

: Sonya Omer

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Todays Agenda

Learning and basic learning principles

Maximizing learning

Transfer of training

Adult learning theory

Learning styles, learning strategies, andperceptual preferences

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Learning

It defined as a relatively change in behavior,

cognition, or affect that occurs as a result ofonesinteraction with the environment

Focus is upon change

Change must be long-lasting The focus of learning can be cognitive,

behavioral, or affective

Results from the individuals interaction with

the learning environment

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Basic Learning Principles

Contiguity

things taught together become associated

with each other

Law of Effect a behavior followed by pleasurable

experience is likely to be repeated

Practice repetition increases association and

knowledge

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Improved Training Design

Task Analysis

Component Task Achievement

Task Sequencing

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Task Analysis

Break each task down into a series ofdistinct component tasks

Keep breaking tasks down to the

simplest level possible

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Component Task Achievement

Each task must be completed fullybefore the entire task may be performedcorrectly

You have to specify what is to be done,under what conditions, and how it is tobe evaluated

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Task Sequencing

Each component task should bearranged in the proper sequence

Some are serial tasks

Some can be done in parallel/similar

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Instructiona Psyc o ogytomaximize learning

What must be done beforelearning can take place

Describe the learning goalto be achieved

Analyze the initial stateof the learner

Identify the conditions (instructional techniques,

procedures, materials) allowing the learner to gain

competence

Assess and monitor the learning process to determine

progress and whether alternatives techniques should be

used

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Maximizing Learning (Training)

Trainee Characteristics

Training Design

Transfer of Training

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Trainee Characteristics

Trainabilitytrainees readiness to learn

Motivation

Ability

Perception of the work environment

Personality and attitudes

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Training Design Issues

It involves the learning environment tomaximize learning

Conditions of practice

Retention of what is learned

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Conditions of Practice

Active practice

Spaced versus massed practicewhether

training is made 1 session or divide it Whole versus part learning

Overlearning

Knowledge of results (feedback)

Task sequencing-knowledge can learn moreeffective if divide into subtask

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Retention of What is Learned

Newly learned material is retained

Meaningfulness of the material

Degree of original learning

Interference Knowledge before training

Changes after training

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Transfer of Training

Does training make it to the job?

Positive transfer

Job performance improves after training

Zero transfer

No measurable changes

Negative transfer

Performance becomes worse after training

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Maximizing Transfer

Identical elementslearning similar withperformance situations

Physical fidelity

condition of training i.e. tools, equipments

matches performance situations same physically, same procedurally

Psychological fidelity

attach similar meaning to training andperformance situations

experience same stress as of originalperformance situation

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Identical Elements

The closer the training is to the job, theeasier it is to achieve transfer

Direct relationship to the job

Example: Customer service and angrycustomers

Role playing, business games, etc.

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Support in Work Environment

Transfer of training into workplace issupported

A continuous learning environment

Supervisors support and help developtraining

Training leads to promotion/better pay

Trainee has opportunity to perform

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Andragogy (M. Knowles)

Adults are self-directed

Adults already have knowledge andexperience

Adults are ready to learn relevant tasksAdults are motivated to learn

Adults expect to apply learning

immediately

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How to Assess Trainee Differences

Instrumentality

Does trainee think training is applicable?

Skepticism

Degree trainee questions and demandsfacts.

Resistance to Change

How well is change accepted?

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How to Assess Trainee Differences2

Attention Span

How long can trainee focus on the lesson?

Expectation Level

What does trainee expect from thetrainer/training?

Dominant Needs

What drives/motivates the trainee?

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How to Assess Trainee Differences3

Absorption Level How fast is new information accepted?

Topical Interest How interested is trainee in topic?

Self-Confidence Degree of independence and self-regard

Locus of Control

Can trainee implement training on job?

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Gerontology

Working with older people

Older people can and do develop

Older people should not be excludedfrom training

Training must be geared for adults, notchildren

Organizations must reward training

Look at overall career patterns

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Learning Styles

Lots of research in this area

Many different tests are available tomeasure:

Learning ability

Individual learning preferences

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Kolbs Learning Style Inventory

Among most popular tests used

Proposes four modes of learning:

Concrete Experience (CE)-more interpersonal

relation, feeling rather thinking Abstract Conceptualization (AC)- more thinking

Reflective Observation (RO)- watching

Active Experimentation (AE)- doing it

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Kolbs Learning Styles

Convergent Thinking and Doing

Divergent Feeling and Watching

Assimilation Thinking and Watching

Accommodative

Feeling and Doing

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Kolbs Learning Styles

CE

Accommodative Divergent

AE RO

Convergent Assimilation

AC

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Five Learning Strategies

Rehearsal strategies

Elaboration strategies

Organizational strategies

Comprehension monitoring strategiesAffective strategies

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Lecture 3 -Human Resource Development

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