LEARNING

ENVIRONMENT
Learning
Learning theory and its
Relevance to Attitude, Skill and
Knowledge
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Learning

“Learning is a relatively permanent change

in knowledge or skill produced by
experience” – Weiss
“Learning is acquisition of knowledge or
skills through study, practice and
experience” – Curtis Cook

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Learning

Learning is:
-Complex
-Multi-dimensional
Learning theories are classified into:
-Cognitive
-Behavioristic
-Social Learning

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Learning
Skill Changes - how can a trainee enact
new behaviors
Attitude Changes - changes in attitudes and
motivation of trainee to engage in learning
and improving performance relevant to
training inputs.

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ADULT LEARNING
Principles:
- Adults must want to learn
- Adults learn only what they feel they need to
learn
- Adults learn by doing
- Adults learn by solving practical problems
-Adults learn through the application of past
experiences

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Adult Learning (cont’d)
Adults learn best in an informal
environment
Adults learn best through a variety of
Training Methods.

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After Learning?
Training is complete only:
A S K acquired as a result of training,
is transferred to work setting for
performance on the job (transfer of
Learning to work situations)
Transfer of Learning is also complex and
multi-dimensional

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Back to Training Needs
Training Need are identified and Analyzed
Training is going to help? – Line Manager
Training is going to help? – HR manager
Training is going to help? – Over all
Training climate in the organization?
- internal factors, employee readiness etc.,

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Big Three in Training
FACILITATE LEARNING AND
TRANSFER OF LEARNING TO WORK
PLACE FOR IMPROVED
PERFORMANCE
TRAINEE FACTORS
SUPERVISORY SUPPORT/ RESOURCE
AVAILABILITY

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How do we answer these
questions?
Consider What is to be learned?
-Learning outcomes
- Stages of Learning
-Building Effective Instructions
(Instructional Design)

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Learning Outcomes

Intellectual skills-concepts,rules,
procedures etc.,
Cognitive strategies –how and when to use
this info
Verbal Information –declare or state the
rules, reproduce
Attitudes-
Motor skills – writing, swimming, etc

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Stages Of Learning

Expert-Novice differences
-Automatized skills and
Proceduralized knowledge
-Mental Models
-Meta cognition and self-regulation.

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ID
Link performance goals to Organization
goals
Create Descriptive Performance Goals
- Job Descriptions
- Performance checks
Determine Measurable Performance Goals

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Create Training Objectives!
First, Determine if Training Will Help
- Current Performance
- Performance Expectations
-Performance Gaps

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Questions
Have the employees been able to perform to
your standards in the past?
If they have, will retraining help?
If they haven’t performed adequately in the
past, will training help them or can you
bypass training by simplifying the job or by
providing job aids

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Questions (cont’d)
Can you bypass training by changing
elements about the job to help employees
perform to your expectations (eg., provide
additional compensation, better work tools,
change the work environment, improve
work policies, procedures, etc.,) ?
Are employees motivated to perform to
your standards?

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KSA
Consider
Knowledge
Skills
Attitude
Create Training Objectives:
You have now decided to have training!

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Training Objectives
Why training objectives?
-you can’t choose your training approach
and prepare your materials if you don’t
know what you want to accomplish.
Architects can’t design a house unless they
know the home owner’s requirement!

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Good examples
Trainees will verbally describe four dangers of
improperly handled toxic waste
Using all the keys, (and fingers), trainees will be
able to type 60 w p m
Trainees will be able to recite the procedure of
handling cash transaction
Trainees will perform all five steps involved in
keying in the order, in the correct order and within
four minutes.

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Poor examples
Trainees understand the danger of toxic
waste ( Not specific enough. No
performance is required)
Trainees will improve their typing ( Not
specific enough)
Trainees practice handling cash transaction.

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Writing Training objectives on
Attitudes
Think carefully what attitude you want to
see demonstrated
Link performance and attitude and make
statements of desirable (wanted) behaviors
and those behaviors that should be avoided.

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Examples
Answers phone courteously!
Works late on many days
Finishes projects on time
Smiles Often
Works well independently
Keeps work area organized.

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Exercise (Group)
In the workplace created by your group,
please attempt the following exercise:
1. Create two or three specific performance
situations. Describe them objectively.
2. Write current level of performance and
expected level of performance and identify gaps
3. Fix training objectives to meet the specific
situation demands.

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TNA
Assess your current situation
Envision your future
Gather information
Sort out your information
Share your results
Decide your next step

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The Four Step Process
Step 1: - specification of objectives
- identification of data sources
- identification of data collection
methods.
Step 2: - collection of data and initial
interpretation
-identification of ‘non training’solutions

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The Four step process (cont’d)
Step 3: - detailed interpretation of data
- identification of key areas where
training is an appropriate solution.
- development of recommendations.
Step 4: - identification of training priorities.
preparation and implementation of
recommendations.

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Levels of TNA
Organizational
Job
Individual

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Organizational
Analysis of strategic plans
Analysis of HR Plans
Team functioning
Training surveys

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JOB
Job Analysis
Performance analysis
Skill gap analysis
New elements due to changes in Job content
and context
Ironing with team objectives

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Individual Analysis
Performance and development plans
Personal growth plans
Role analysis
Work and life balance

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Examples –organization level
Acquisition of companies: - leadership
skills in managing acquisition
- skills in managing the integration of
cultures
- skills in managing conflict issues that
emerge

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Examples- organization level
Organizational restructuring:
- changes in professional knowledge
- training in team effectiveness
- training in communication and conflict
management.

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requirements @ Job level
Achievement of proficiency in fundamental
skills for the job
Skills to adapt procedures and standards to
suit a situation
Skills to make decisions quickly and see the
big picture
Skills to notice details & understand system
effects.

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Who should be involved in
TNA?
Senior Managers
Middle/Line managers
Learners/Trainees
Training and HR Specialists
(See handout for details)

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Requirement Analysis
Define the target job
Choose methods
Determine participants
Determine points of contact
Anticipate problems
Develop a protocol

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Task and K S A analysis
Analyze task and K S A
Develop tasks
Form task clusters
Develop KSAs
Link KSAs to task

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Person analysis
Develop Performance indicators
Determine KSA gaps in target population
Determine approaches to resolve gaps

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Creating Training Objectives
Have employees been able to perform to
your standards in the past?……. For details
see slide 15

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Group Instruction Options
Rationale
Illustrations and practice
Feedback
Visual Aids:
-OHP, LCD, Flip Charts, etc
Preparing case studies and Role Plays

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Trainee Motivation to Learn
Self-efficacy
Locus of Control
Commitment to career
Motivational Theory – social learning,
equity theory, reinforcement etc.,

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Work context and Transfer
Work Place Analysis
Systems uniting,Trainer, Trainee &
Manager in the transfer process
Clarity of expectation from manager to
trainee and vice-versa.

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Classical Approach to Transfer
What behavior and in what settings do you
expect the learner to apply the newly
acquired K S A
How long do you expect the KSA to be
maintained over time
Positive transfer, Negative transfer and zero
transfer

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TRAINERS’ ROLE, STYLE
TRAINERS’ ROLE:
THESE ARE HIDDEN FUNCTIONS
THERE IS NO EXPLICIT BEHAVIOR
THE EFFECT IS FELT BY THE TRAINER
AND THE PARTICIPANTS

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THREE HIDDEN ROLES
INTERVENING IN THE
PARTICIPANTS’ WORK
ORGANIZATION TO ENSURE THAT
NEWLY GAINED COMPETENCY WILL
BE EFFECTIVELY USED.
PLAN, ORGANIZE AND RUN
EFFECTIVE TRAINING PROGRAM

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TRAINERS’ ROLE
PERFORM MENTORING FUNCTION TO
PARTICIPANTS WHO REQUIRE SUCH
MENTORSHIP – FRIEND,
PHILOSOPHER AND GUIDE TO THE
PARTICIPANT BOTH ON AND OFF
THE TRAINING PROGRAM
MENTOR SHOULD KNOW HOW TO
WITHDRAW FROM THE SCENE.

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TRAINERS’ STYLE
TRAINERS DEVELOP THEIR OWN
UNIQUE ‘REAL’ STYLE
EFFECTIVENESS OF STYLE IS OF
UTMOST IMPORTANCE
THERE IS NO PARTICULAR STYLE
THAT IS MORE EFFECTIVE THAN
OTHER STYLES

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TRAINERS’
STYLES(CONT’D)
THERE ARE TOO MANY VARIABLES
TO SAY THAT A PARTICULAR STYLE
IS BEST;
VARIABLES: TRAINING GOALS,
TRAINERS PRIMARY DIRECTION OF
INTEREST, PARTICIPANTS PROFILE,
LEVEL OF INTEREST, SUBJECT OF
TRAINING, PROCESS ETC.,

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SOME COMMON TRAITS
EFFECTIVE TRAINERS ARE SAID TO
HAVE COMMON TRAITS EXPRESSED
THROUGH KEY WORDS (USING
WORD ASSOCIATION TEST)
RESPONSIVE
RELAXED, ACCEPTING
FLEXIBLE IN APPROACH

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COMMON TRAITS(CONT’D)
ABILITY TO VARY ROLES AND
METHODS TO SUIT SITUATIONS
FEEL ‘AT HOME’ IN TERMS OF STYLE
AND SITUATION
BASIC HALL MARK:’ REALNESS’

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TRAINERS’ REALNESS
UNDER PRESSURE THE TRAINERS
REALNESS GETS TESTED
PRESSURE CAN BE IN DIFFERENT
FORMS
THESE PRESSURES TEST THE
STRENGTH OF THE TRAINER AS
EFFECTIVE TRAINER.

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THE THREE DILEMMAS
PARTICIPANTS’ EXPECTATIONS
VERSUS TRAINERS’ INTENTIONS

INDIVIDUAL VERSUS GROUP NEEDS

CONSISTENCY VERSUS FLEXIBILITY

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DILEMMAS (CONT’D)
PARTICIPANTS’ EXPECTATIONS
VERSUS TRAINERS’ INTENTIONS;
PARTICIPANT PROFILE-
INDIVIDUALS AND GROUP
DEGREE OF ACQUINTANCE
PICTURE OF TRAINER
VALUE OF DELIVERY

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DILEMMAS(CONT’D)
INDIVIDUAL VERSUS GROUP NEEDS
PARTICIPANTS DIFFER IN
- INTEREST, METHODS OF WORK,
SPEED OF LEARNING,
INTERPRETATION OF TRAINERS’
BEHAVIOR.
TO WHOM SHOULD TRAINER PAY
MORE ATTENTION?

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INDIVIDUAL VERSUS GROUP
NEEDS
TO THE TALKERS OR NON TALKERS?
TO THE AGREEABLE OR TO THE
ATTACKERS?
TRAINER BEHAVIOR IN THOSE
DILEMMAS DEPEND ON HIS OWN
DISPOSITION - IF HE WANTS TO BE
LIKED, TO SUCCEED, TO DEFEND ETC

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CONSISTENCY VERSUS
FLEXIBILITY
PARTICIPANTS LOOK TO TRAINERS
FOR CONSISTENT BEHAVIOR
TRAINERS NEED FLEXIBILITY TO
DEAL WITH INDIVIDUAL OR GROUP
NEEDS TO ‘DRIVE CONCEPT’ IN
THERE IS A DILEMMA!

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CONSISTENCY - FLEXIBILITY
HOW TO GET OVER THESE ISSUES?
NORMALLY TRAINERS USE THE
FOLLOWING METHODS:
- WORK IN SMALL GROUPS
-DEAL WITH SPECIFIC INDIVIDUALS
OUTSIDE SESSION
-STATE AND RESTATE CONCEPTS

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TRAINERS’ PERSONAL NEED
EXCITEMENT IN THE SUBJECT AND
WORK
EAGERNESS TO SHARE THE TASK
HELP PARTICIPANTS TO GROW TO
TAKE MORE RESPONSIBILITY
ACCEPTANCE OF PARTICIPANTS AS
PEOPLE WITH VARYING NEEDS AND
PERSONALITIES

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DEVELOPING THE GROUP
PROGRAM THAT BRINGS
PARTICIPANTS TOGETHER
FROM THE TIME OF ARRIVAL, A
PROCESS STARTS THAT HAS LITTLE
TO DO WITH PROGRAM
PARTICIPANTS EXAMINE ONE
ANOTHER PROFILE.

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PARTICIPANT EXPECTATIONS
VARYING FACTORS:
- PARTICIPANTS BACKGROUND
- PARTICIPANT LEVEL OF INTEREST
- PARTICIPANT’S ABILITY TO
INFLUENCE OTHERS AND ALSO GET
INFLUENCED BY OTHERS

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IN SHORT
A SOCIAL PROCESS SETS IN:
TRAINERS HAS TO ENGAGE IN THE
FOLLOWING COURSES OF ACTION:
-ESTABLISHING COMMON TASK
-DEVELOPING STANDARDS OF NORM
AND BEHAVIOR
-BUILDING REALISTIC RELATIONSHIP

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FORMAL ROLE OF TRAINER
TRAINING PARTICIPANTS, USING
ATLEAST TWO TRAINING METHODS
REGULARLY
DIRECT A PROGRAM
RESEARCH ENOUGH TO RETAIN
EXPERTIZE IN THE FIELD.
SELF-DEVELOPMENT

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TRAINERS – FORMAL ROLE
CONSULTING WORK – PRACTICAL
FIELD WORK, VALIDATE
KNOWLEDGE AND SKILLS
MANAGE AN OPERATING UNIT,
Training (sessions & preparations)-50%
Research & Writing - 20%
Administration & self dev. -10%
Consultation and services outside –20%

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TRAINERS’ TOOLS
PRESENTATION/LECTURE
MI RO LAB/ ICE BREAKER GAMES
SMALL GROUP ACTIVITY
CASE DISCUSSION
AUDIO/VISUALS
DEMONSTRATION
EXERCISES, ETC.,

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TRAINING EFFECTIVENESS
Myths of Measurement commonly found:
-’Evaluation and Measurement are done at
trainer’s end to determine if the program
was successful’
- You really can’t measure the results of a
training effort. You either believe in it or
you don’t

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Myths (cont’d)
Measurement works only for skill-based
programs like computer skills. It doesn’t
apply to soft programs like management
development
If measurement is conducted at all, it should
be the responsibility of Training or HR

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Myths (cont’d)
Management, who has directed me to
implement this program, hasn’t asked for
measurement or evaluation. Unless they
ask, I am not going to make extra work for
myself.
Right now I have great reputation and
proven track record. If evaluation is made, I
may open up myself for needless risk.

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Reality
Evaluation and Measurement should begin
before training starts
Baseline data is needed to determine if
training has an impact.
By identifying measure upfront, training
objectives/outcomes will be clarified,
program quality enhanced, and a business
focus assured.

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Reality 2
It is possible to measure the impact of any
program. Only creativity, time and expense
limit your measurement capability
The more precise evaluation, the more time
The larger training effort, the more
significant evaluation.
To what degree is it reasonable and
worthwhile to measure impact?

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Reality No 3
You can establish ‘soft skills’ measures also
Measures for hard skills may be things like
time, output, quality, cost etc.,
Measure for soft skills may be ‘how does he
behave with colleagues’, how does he
behave with customers, ‘ how effective is
he in communicating’, etc.,

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Latest Advances
In the last 10 years, there have been
important advances in the development of
evaluation models.
They are born out of demands for
accountability in the areas of business,
social justice, and other needs.

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Reality No 4
Linking training objectives to business
creates a joint responsibility for success.
Line management and training department
must work together to design a
measurement system and collect data.
In short, training measurement is the
business of business and training ‘s
business.

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Reality No 5
One day or the other the question will come
up from top management:
What has training done in my
organization?
Be proactive to measure the impact, it helps
self development and aids in continuous
improvement

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What to Measure
Training program RESPONSE
On-the-Job ACTION
Business-Focused RESULTS, and
Organizational IMPACT

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Kirk Patrick
REACTION –L1
LEARNING –L2
BEHAVIOR –L3
RESULTS - L4
Kirk Patrick’s Levels of Criteria.

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RESPONSE
GET FEEDBACK FROM CANDIDATES
ON:
- PROGRAM QUALITY
-HELPFULNESS
FIND OUT IF PARTICIPANTS LEARNT
WHAT TRAINING ATTEMPTED TO
CONVEY

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RESPONSE
BUILD A FOUNDATION FOR OTHER
TRAINING MEASUREMENTS
WELL DESIGNED RESPONSE
EVALUATION CAN ASSIST IN
PREDICTING WHAT ACTION
TRAINEES ARE LIKELY TO TAKE AS
A RESULT OF TRAINING.
RESPONSE “FROM” AND “TO”

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HINTS
ALLOW TIME FOR EVALUATION
CREATE A SIMPLE, SHORT
EVALUATION
DON’T SKEW RESULTS
INCLUDE AN EVALUATION FROM
THE TRAINER ALSO.

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LEVEL 2
QUESTIONS REGARDING LEARNING
AND UNERSTANDING
TRAINING MODULE TOPIC
SKILLS
TASKS SEQUENCE
QUESTIONS REGARDING TRAINER
QUESTIONS ON TRAINING DESIGN

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ON THE JOB ACTION
DETERMINE WHAT ACTION IS BEING
TAKEN ON THE JOB AS A RESULT OF
TRAINING
HOW FREQUENTLY AND
CONSISTENTLY THE NEWLY
LEARNED SKILLS ARE BEING
APPLIED

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TIPS
IDENTIFY WHICH ACTIONS ARE KEY
ACTIONS
DEVELOP CORE ACTION OBJECTIVES
WHO SHOULDPROVIDE INPUT IN THE
ACTION ASSESSMENT
WHAT SURVEY TOOLS
CONTINUE TO ASSESS ON-THE –JOB
ACTION AT REGULAR INTERVALS.

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HARD RESULTS
TIME (e.g., number of appointments met on
time, percent of timely delivery, frequency
of rejection etc.,)
Out put( number of sales activities, number
of pieces sold/value of sales etc)
Quality ( rework, re order, reduction in
complaints etc)

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Soft Results
Work practices (……….)
Management/team skills (……..)
Initiative (………)
Climate or Culture (………)

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Tips
Use Input from several sources
Measure what counts
Link training to results
It is time to communicate!
And CELEBRATE

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Sum Up
Evaluating the Program: The System’s
Particular Responsibility
Evaluating Participants: A primary
responsibility of work-organization
Evaluating Objectives: A primary
responsibility of work-organization

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Sum Up (cont’d)
Evaluating the worth of Training: Primary
Responsibility of Policy Makers and
Resource providers
Training Effectiveness – Whose
perspective?

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ROI in training

ROI = (Benefits – Costs)/Costs *100

Net Benefit = Total benefit – Total costs
Profitability
Pay back period

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ROI in Training
1. Calculate all direct costs associated with
the training program
Factor in ‘lost productivity’,(trainers
absence)
Calculate the total cost of the program
Estimate expected hourly, weekly or
monthly productivity benefits per trainee.

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ROI in Training (cont’d)
Estimate actual quality benefit from
training
Estimate the time length of training’s effect
Calculate profit per trainee – cost/profit
*100

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Evaluation Procedures
Procedure is a step by step sequentially
arranged set of actions/events which when
followed systematically, gives the desired
end result
Process is driven by procedure.
Process determines procedure.
Training effectiveness measurement process
determines………………….

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Internal and external Validity
Internal: Has training intervention or
instruction made a difference ?
Is there no other factor creeping in to claim
the benefit of difference - outside the
training realm
External: If same type of training is done in
a similar setting, can the same results be
expected?

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Threats to internal validity
History
Testing
Instrumentation

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Threat to external validity
Internal validity - a prerequisite for
external validity
Reactive effects of pre testing
Reactive effects from groups receiving the
treatment.
Reactive experiments of experimental
settings

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Experimental Design
Pre test and Post test
One group post test only
Control group
Pre test/post test control group design

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REACTION
How many calls did the engineer attend on
the given product prior to and after the
programme? We need to analyse this data.
If sufficient calls were not taken after the
training, is it due to the fact that there
were no calls in this category or because
the engineer was not confident to take
calls?
Comparison of the average time to
complete a call. Did the cycle time to close
similar calls reduce?

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REACTION
Comparison of the quality of the solution, eg
did the problem occur again within a specified
period?
Did the engineer change parts when they were
not required to be changed? Such speculative
change of spares gives an indication of the
diagnostic capability of the engineer.
Organisations get to know the details of such
speculative changes when a so-called defective
spare is returned by the repair centre with a
statement that there is no problem with it.

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LEARNING SYSTEMS
LEVELS PERSPECTIVE OF LEARNING
SYSTEMS PERSPECTIVE
STRATEGIC TRAINING
TRAINING AND THE LEARNING
ORGANIZATION
CHALLENGES TO BECOMING A
LEARNING ORGANIZATION
ISSUES IN TRAINING

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LEVELS & SYSTEMS VIEW
LEVELS VIEW -events should be viewed
within their larger context
activities at one level cannot be seen in
isolation from influence at higher or other
levels.
team –based work systems
focus on quality & customer
new technology

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Systems view(cont’d)
Training viewed as:
- improving individual effectiveness
- key lever for improving organizational
performance
-effectiveness of society as a whole.

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systems view
Training as a strategic function is viewed
from:
strategic
personnel
shop floor

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Learning organization &
Training
Ability to learn faster than its competitor is
seen as a sustainable advantage
To survive and grow, organizations need to
learn at an increasingly rapid speed
Support across organization levels and co
ordinated efforts determine the success of
new learning initiatives.

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Learning organization
Learning within the organization is now
seen as a key strategic weapon for
improving competitiveness and delivering
effective services.
Learning and development are rooted in
individuals but organizations must create
positive learning environment where:
-mistakes are tolerated

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Learning organizations(cont’d)
- constraints to learning are
minimized,
-new ideas are valued and encouraged
-policies and procedures support
effective use of training.

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DEFINITIONS - TRAINING
‘the systematic development of knowledge,
skills and attitudes required by an
individual to perform adequately a given
task or job’
-Michael Armstrong

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DEFINITION 2
‘THE ACT OF INCREASING
KNOWLEDGE AND SKILL OF AN
EMPLOYEE FOR DOING A
PARTICULAR JOB’ – EDWIN FILIPO

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WHY TRAINING?
SOME RESEARCHED CONCLUSIONS
ON WHY TRAINING IS A MUST IN
THE ORGANIZATIONS.
- induction and basic skills training assist
employees to attain the required standard
more quickly, thus reducing the learning
cost of the new job.

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Why Training (cont’d)
-employees who have undertaken a T&D
program or who are involved in continuous
development, provide better quality goods
and services.
- staff who have been properly inducted and
trained tend to remain longer with the
organization and achieve greater J/s

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Why Training- cont’d
- organizations that publicize their T&D
policies attract higher calibre applicants
and improve customer relations
- opportunities for T&D and career
progression reduce staff turnover.
-T&D opens the opportunity for a more
flexible use of HR

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Why training (cont’d)
- General morale at workplace is raised when
organizations offer development
opportunities, leading to improved attitude
and perception.
- individuals increase their market value by
acquiring specific skills or knowledge
required by industry.

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Why Training –text reasons
Improve employee performance, Updating
employee skills, etc.,
Avoiding managerial absolescence
Preparing for promotion and managerial
succession
Retaining and Motivating employees
Creating an efficient and effective
organization.

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Training Platform & foundation
Needs Assessment phase
Training and Development phase
Evaluation Phase
Training Validity Levels

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Needs Assessment Phase
Organizational support
Organizational analysis
Requirements analysis
Task and KSA analysis
Person Analysis

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Training and Development
Selection and Design of Instructional
Programs
Training execution
Training environment
Trainee characteristics
Learning Principles
Contextual factors

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Evaluation of Training
Development of criteria
Use of Evaluation models
Individual difference
Experimental content

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Training Validity Levels
Training Validity
Transfer Validity
Intra organizational validity
Inter organizational validity

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Areas of Training
Company Policies and procedures
Skill based training
HR training
Technical training
Problem solving training
Managerial and supervisory training.

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On the job training
JI – Job Instruction
Apprenticeship and coaching
Job rotation
Committee assignments

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Off the job Training
Class room
Simulation
Programmed instructions
Case method
Experiential exercises
Role play
Computer modeling

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Instructional Approaches
The following information reinforces the
importance of using a variety of
instructional approaches:
Retention Rate
Lecture 5%
Reading 10%

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Retention
Audio-Visual 20%
Demonstration 30%
Discussion Group 50%
Practice by Doing 75%
Teach Others 90%

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Of what we know we learn
approximately
% through Taste
2% through Touch
4% through Smell
10% through Hearing
83% through Sight

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Types of I S
Direct Instructional Strategies
Indirect Instructional Strategies
Interactive Instructional Strategies
Independent Study Instructional Strategies
Experiential Instructional Strategies

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Indirect I S
Indirect instruction strategies are student centred.
Indirect instruction methods are very effective
when:
thinking outcomes are desired
attitudes, values or interpersonal outcomes are
desired
process is as important as product
the focus is personalized understanding and long
term retention of concepts or generalizations
lifelong learning capability is desired

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Of what we learn we retain
approximately
10% of what we Read
20% of what we Hear
30% of what we See
50% of what we Hear And See
70% of what we Say
90% of what we Say As We Do

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Instructional Approaches
Traditional Instructional Approaches:
-Lectures and discussion
-Case Study
- Role Playing
• Self directed Learning Programs:
-Readings, Workbooks.
- Correspondence courses, PI, Simulation

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Lecture and Discussion
One-way delivery
Insensitive to individual differences
Lack of immediate feedback to learner
Not useful in promoting attitudinal change
Useful only when knowledge acquisition is
the goal
Will they disappear? Are they useful?

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Case Study
Builds skills in analysis and problem
solving
Trainees receive a written report
Real or fictitious organizational dilemma
Analyze the problem and offer solutions
Guided discovery process
Decision making under uncertainty/time

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Case study (cont’d)
Reality of making decision with limited or
partial information
Importance of asking right questions to get
data before decision making
Single loop learning
Double loop learning

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Role-playing
Trainees act out characters
Type of scenario and setting are given
Mainly used for interpersonal problems and
attitude change
Success of role playing depends on
trainee’s willingness to act the role
Self confrontation

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Role playing
Self confrontation- use of video for self
examination and correction of ‘behavior’
Role playing is not very frequently used
since it is time taking and more
individualistic

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Self directed learning program
Readings
Workbooks
Correspondence courses
This method brings everyone to speed –
common level of input
More time available for dealing with
complex issues

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Self-directed LP (cont’d)
Post training readings used to reinforce
training material to facilitate transfer of
learning to job
They are typically targeted to a specific
knowledge or skill need
Long feedback lag time, low learning
motivation, lack of interaction opportunity,
errors, can be seen as negative of this.

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Programmed Instruction
Systematic approach to presenting info to
learner using principles of reinforcement
Law of effect
Stimulus-response association
Linear programming

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Linear Programming
Material presented in small units – frames
Frame can be a sentence to paragraphs
Each frame requires over response
Learner immediately receives feedback on
correctness of response
This results in reinforcement

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Programmed Instructions
Program pre designed to provide proper
learning sequences
Pre testing of program and revision based
on trainee responses is a must for success of
this approach

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Branching programs
A variant of PI
Correct responses by the learner leads to
next step.
Incorrect response lead to a branch
designed to correct the mistake
Branching programs smaller, incremental
frames.

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Simulated work setting
Controlled reproducibility
Safety considerations
Utilization of learning considerations
Cost
Fidelity issues- psychological fidelity

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Training transfer
Training transfer through simulation
Task commonality
Equipment similarity
Learning deficit analysis
Training technique analysis

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EBAT
Event based approach to training:
Identifies and introduces events with the
training scenarios
Opportunity to perform, observe the
behaviors that are the objective of the
program.

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EBAT
E B A T system includes;
Training requirements or objectives
Event-based triggers
Scenario control
Observation and feedback

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Technology and Instruction
Distance Learning
CD ROM and Interactive Multimedia
Web based Instruction
Intelligent Tutoring Systems
Virtual Reality training

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Distance Learning
Training across multiple sites at one time
Trainees interact with instructor by use of
audio and data links
More affordable, low time expense,
Learner –tailored alternative to live
instruction.
Instruction through pre packaged learning
resources – course ware.

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Distance Learning
Becoming increasingly popular because of
its convenience – time and cost and
interactivity
In US, they have Distance Learning
Association!
Research shows: no significant difference in
achievements between traditional and DL

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Distance Learning
Key ingredient for success of DL is
technology reliability
Major advantage seen by some learners is
the opportunity to interact in virtual space
with best names (gurus) in the field whom
they would never have heard or seen
otherwise.

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CD-Rom and Interactive MM
Computer driven, interactive
communication system
Action video, animation, graphics, text and
audio features
PLATO – programmed logic for automated
teaching operations – is one of the well
developed systems

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Multi media CD Rom
System with modules having intensive drill
and practice exercises.
Case studies show that such Multi media
CD Rom can be effective in improving
learning.
CD ROM is costlier than DL modules.

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Web-based Instruction
Delivered via Internet or Intranet
Web browsers are used – Netscape or
Explorer
Trainees can access the training package
any time – 24/7.
Trainees can determine the length and
breadth of info/knowledge they want.

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Web based instruction
Connectivity is the key – issues of access,
bandwidth become v. important
A big growth in the number of companies
that have started using this method.
Most appropriate when self directed
learning is a possible and preferable mode.

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Intelligent tutoring systems
Computer based, individualized system
Diagnoses trainees’current level of
understanding,
Selects appropriate intervention
To promote trainee performance to expert
levels.
High tech version of PI

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SCHOLAR
this is an example of I T S
Presents information to trainees, asks
questions, assesses the responses, corrects
mistakes,
Answers student questions
ITS capable of comparing models of
learners’ behaviors

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ITS
ITS can select training goals, provide
feedback.
Feedback can be given in stages – hints,
analogies, direct instruction
Learning level and learning style are fixed
by ITS
Key question: affecting learning, transfer?

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Virtual Reality training
Trainees can view a three dimension
workspace with different situations.
Encounter objects that can be touched,
looked at, and repositioned.
Results in visual experience and
experiential engagement.

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Training and Development - The
GE Way
GE is one of the world’s leading conglomerates with operations
spread across eleven businesses. It has been adjudged as one of the top
companies for executive development in the world in recognition of its
ability to nurture executive talent. people build great companies.

Talent development is not a slogan at GE, it is a way of life." - Jack

Welch, Chief Executive Officer (1981-2001), General Electric Co.
in 2005.
"Developing leaders, developing people takes three things. It takes
leadership commitment, it takes disciplined processes and it takes
commitment to people. It works for us." - Bob Corcoran, Chief
Learning Officer, General Electric Co. in 2004.

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