Maximizing Trainee Learning Chapter #4. Transfer is the goal!!! Learning that can apply to job Is ee...
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Transcript of Maximizing Trainee Learning Chapter #4. Transfer is the goal!!! Learning that can apply to job Is ee...
Maximizing Trainee Learning
Chapter #4
Transfer is the goal!!!
Learning that can apply to job Is ee trainable?
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 Trainability testing
Use standardized form of instructor demonstration
Applicant is asked to perform taskRecord and rate performance
Class Demonstration
Arrangement of learning environment
Training sites Quiet, accessible, enough space, break out rooms, lunch,
snacks for breaks, Training room
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
(special sections on presentation skills)
Learning
Is a relatively permanent change in on job behavior.
Adults learn differently
Pedagogy (child learning) PASSIVE LEARNERS Bring little experience Teacher make decisions about learning content
Andragogy (adult learning) (Knowles) 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
Three StagesSequencing practice
Learning occurs in three stages Declarative
Factual knowledge
Knowledge computation Turns information into knowing
Proceduralized knowledge The use and reliance on new skills
(Anderson)
Feedback
Reinforcement theory You must have it Need for reward Need ASAP Results in self efficacy
Positive Negative None at all
Materials must represent value to trainee. Must be organized well #90
Tell them what you are to teachTeach themTell them what you taught them.
Explain overview Objectives and agenda
Present material Examples, visualization, experiential learning
Practice Teach simple skills first and work up to more
complex skills…Increases self efficacy.
Training must adapt to individual differences. You must understandwhere trainees are!!!!!
Diversity in the workplaceage, 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) Activists
Need immediate experience
Reflectors Like to stand back
Theorists Deductive reasoners
Pragmatists Want to try out everything they learn
Behavior Modeling
Learn by imitation Role modeling
High self monitors Low self monitors
Training Theories of Motivation
Goal setting Reason for outcomes and objectives
Reinforcement theory
Expectancy TheoryEffort must lead to positive outcome
Transfer of Key Behaviors
Generalization Maintenance Identical elements Fidelity Near transfer Far transfer
3 possible results
+ transfer - transfer 0 transfer
only 10 % training dollars result in long term transfer
Only 40% training dollars is transferred immediately
Only 15% used in 1 year
Transfer stats
So how can you make transfer happen??? Needs analysis Gain Management
support Allow practice Give value Self management
programs Follow up programs Reward