w9 human behaviour learning.pdf

7/23/2019 W9 Human Behaviour Learning.pdf

http://slidepdf.com/reader/full/w9-human-behaviour-learningpdf 1/84

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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.



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



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



• 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



• 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



Things to consider…



• 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.



ALBERT BANDURA

SOCIAL LEARNING THEORY



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.



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



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.”



The experiment



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.



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



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.



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.



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.



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?



Analogy

Implications of the Learning Process for



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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.




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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.



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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