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Transcript of W9 Human Behaviour Learning.pdf
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Human Behaviour: Learning
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What Is Learning?
Learning is a relatively
permanent change in human
capabilities that is not a result
of growth processes.
These capabilities are relatedto specific learning
outcomes.
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Key Terms
Understanding the difference between objectives, outputs, and outcomes takes
time but when grasped, is a powerful way to cut through to what's behind a
particular request or desire. Once you can break it down to the outcome, it can
help you to come up with other ways to achieve the same result and give you
more flexibility in solving a particular problem.
• The objective is what we are aiming to
achieve.
• The output is what we actually deliver.
• The outcome is what the business gains from
our output
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Example
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Learning Outcomes
• Verbal information
– Includes names or labels, facts, and bodies
of knowledge
– Includes specialized knowledge employees
need in their jobs
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• Intellectual skills
– Include concepts and rules
– These are critical to solve problems, serve
customers, and create products
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Learning Outcomes (continued)
• Motor skills – Include coordination of physical movements
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• Attitudes
– Combination of beliefs and feeling that pre-
dispose a person to behave a certain way – Important work-related attitudes include job
satisfaction, commitment to the organization, and job involvement
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Things to consider…
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• Cognitive strategies
– Regulate the process of learning
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Learning Theories
ReinforcementTheory
Social LearningTheory
Goal Theories
Need Theories
Expectancy Theory
Adult Learning
Theory
Information
Processing Theory
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Reinforcement Theory
• Emphasizes that people are motivated to
perform or avoid certain behaviors because of
past outcomes that have resulted from those
behaviors.
– Positive reinforcement
– Negative Reinforcement
– Extinction
– Punishment
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Reinforcement Theory (continued)
• From a training perspective, it suggests that
for learners to acquire knowledge, change
behavior, or modify skills, the trainer needs to
identify what outcomes the learner finds mostpositive and negative.
• Trainers then need to link these outcomes to
learners acquiring knowledge, skills, orchanging behaviors.
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Social Learning Theory
• Emphasizes that people learn by observing
other persons (models) whom they believe
are credible and knowledgeable.
• Recognizes that behavior that is reinforced
or rewarded tends to be repeated.
•
The models’ behavior or skill that isrewarded is adopted by the observer.
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Social Learning Theory (continued)
• Learning new skills or behavior comes from:
– directly experiencing the consequences ofusing behavior or skills, or
–the process of observing others and seeingthe consequences of their behavior
• Learning is also influenced by a person’sself-efficacy .
– Self-efficacy is a person’s judgment aboutwhether he/she can successfully learnknowledge and skills.
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ALBERT BANDURA
SOCIAL LEARNING THEORY
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Biography
• He was born on December 4, 1925 in Mundare, Alberta,California.
• At the age of 24, he received his BA from the University ofBritish Columbia in 1949.
• He earned his MA in 1951 at the age of 26 and his PH.D. in1955 at the age of 30 from the University of Iowa.
• After receiving his doctorate, he served as clinical intern atthe Wichita Guidance Center for 1 year.
•
He was then appointed to the Department of Psychology atthe Stanford University.
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THE THEORY
• SOCIAL LEARNING THEORY
– - imitating what a child sees and hears and
acquiring the manner of speaking and doing similaracts observed from the model.
– - this is also known as OBSERVATIONAL LEARNING
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The EXPERIMENT• BOBO DOLL EXPERIMENT
Bandura gathered 4-6 years old nursery children watch a 5-minutetelevised movie which showed an adult, the model for imitative learning,exhibiting 4 types of behavior towards an adult size plastic Bobo doll, eachresponse accompanied by distinct verbalization. The model laid the Bobodoll on its side, sat on it and punched it on the nose while remarking,
“pow right in the nose,boom,boom.” the model kicked the doll about theroom and these responses were interrupted with the comment, “Flyaway.” Finally, the model threw rubber balls at the Bobo doll each strokepunctuated with a “bang.”
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The experiment
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What did the experiment reveal?
• Reinforcing consequences to the model significantlyincreased the number of matching responses thatthe children spontaneously reproduced.
• Boys performed more imitative responses than girls.Girls were more influenced by the rewardingconsequences to the model.
• The introduction of positive incentives showed anequivalent amount of learning for the children in 3groups.
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FOUR-STEP MODEL
• 1. Attention or Acquisition Processes
• 2. Retention Processes
• 3. Behavior Production Processes
• 4. Reinforcement and Motivational Processes
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Processes of Social Learning Theory
Match
Modeled
Performanc
Attention Retention Motor
Reproduction
Motivational
Processes
• Model Stimuli
• Trainee
Characteristics
• Coding
• Organization
• Rehearsal
• Physical
Capability
• Accuracy
• Feedback
•
Reinforcement
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THINGS THAT AFFECT IMITATION
• 1. Nature of the model
• 2. Learning may happen even without
practicing it.
• 3. No matter how well we learn, it will not
manifest if there’s no social approval or
reinforcement.
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EDUCATIONAL IMPLICATIONS
• Students learn by observing
• Describe the consequences
• Alternative to shaping
• Model appropriate behavior
• Exposure to variety of other models
• Develop sense of self-efficiency
• Set realistic expectation
•
Self regulation provides effective method forimproving student behavior.
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Some Reflections on Learning
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Goal Theories
• Goal setting theory assumes behavior results
from a person’s conscious goals and intentions.
• Goals influence behavior by directing energy and
attention, sustaining effort over time, andmotivating the person to develop strategies for
goal attainment.
•
Research suggests that specific challenging goalshave been shown to lead to high performance
only if people are committed to the goal.
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Goal Theories (continued)
• Goal setting theory is used in training
program design.
• It suggests that learning can be facilitated
by providing trainees with specific
challenging goals and objectives.
•
The influence of goal setting theory can beseen in the development of training lesson
plans.
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How it Works!
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Need Theories
• Need theories help explain the value that aperson places on certain outcomes.
• Need theories suggest that to motivate
learning: – trainers should identify trainees’ needs, and
– communicate how training program contentrelates to fulfilling these needs
• If the basic needs of trainees are not met, theyare unlikely to be motivated to learn.
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Expectancy Theory
• Expectancy theory suggests that a person’s
behavior is based on three factors:
– Expectancy
– Instrumentality
– Valance
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Expectancy Theory (continued)
• Expectancy theory suggests that learning ismost likely to occur when employeesbelieve:
– They can learn the content of the program(expectancy)
– Learning is linked to outcomes such as
better job performance, a salary increase,or peer recognition (instrumentality)
– Employees value these outcomes
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Expectancy Theory of Motivation
X X = EffortExpectancy Instrumentality Valance
EffortPerformance
PerformanceOutcome
Value of Outcome
Does Trainee Have
Ability to Learn?
Does Trainee BelieveHe Can Learn?
Does Trainee Believe
Training Outcomes
Promised Will Be
Delivered?
Are Outcomes Related
to Training Valued?
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Adult Learning Theory
•
Adult learning theory was developed out of a needfor a specific theory of how adults learn.
• It is based on several assumptions:
– Adults have the need to know why they are learning
something. – Adults have a need to be self-directed.
– Adults bring more work-related experiences into thelearning situation.
– Adults enter into a learning experience with a problem-centered approach to learning.
– Adults are motivated to learn by both extrinsic and intrinsicmotivators.
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Implications of Adult Learning Theory:
Design Issue ImplicationsSelf – concept Mutual planning and collaboration in instruction
Experience Use learner experience as basis for examples and
applications
Readiness Develop instruction based on learner’s interests and
competencies
Time perspective Immediate application of content
Orientation to
learning
Problem – centered instead of subject – centered
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Information Processing Theory
•These theories give more emphasis to theinternal processes that occur when training
content is learned and retained.
•
This information can come from another personor the learner’s own observation of the results
of his action.
•
If the evaluation of the response is positive, thisprovides reinforcement that the behavior is
desirable to be stored in long-term memory for
use in similar situations.
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The Learning Process
• This material asks three questions:
– What are the physical and mental processes
involved in learning?
– How does learning occur? – Do trainees have different learning styles?
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Analogy
Implications of the Learning Process for
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Implications of the Learning Process for
Instruction:
• Employees need to know why they should
learn.
• Employees need meaningful training content.
• Employees need opportunities to practice.
• Employees need to commit training content to
memory.
Implications of the Learning Process for
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Implications of the Learning Process forInstruction: (continued)
• Employees need feedback.
• Employees learn through:
– Observation
– Experience
– Interacting with others
• Employees need the training program to be
properly coordinated and arranged.
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A training objective has three
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A training objective has threecomponents:
• A statement of what the employee is expected
to do (performance or outcome).
• A statement of the quality or level of
performance that is acceptable (criterion).
• A statement of the conditions under which the
trainee is expected to perform the desired
outcome (conditions).
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Training administration involves:
• Communicating courses and programs toemployees
• Enrolling employees in courses and programs
•
Preparing and processing any pre-trainingmaterials such as readings or tests
• Preparing materials that will be used ininstruction
• Arranging for the training facility and room
• Testing equipment that will be used in instruction
i i d i i i i l
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Training administration involves: (continued)
• Having backup equipment should equipment
fail
• Providing support during instruction
• Distributing evaluation materials
• Facilitating communications between trainer
and trainees during and after training
• Recording course completion in the trainees’
records or personnel files
How Trainers Can Make the Training Site and
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gInstruction Conducive to Learning:
Creating A LearningSetting
Preparation
Classroom
Management
Engaging Trainees
Managing Group
Dynamics
P D i
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Program Design
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