istd training methodology i august 20 2011

8/3/2019 ISTD Training Methodology I August 20 2011

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TRAINING

METHODOLOGY IY N KaushalDirector, Enablers India

www.enablersindia.com/


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Paper 4 Training Methodology I

Objectives

To provide to participants a suitable back drop forappreciating concerns of the learning Teaching processand sensitizing them to the different ways of handlingtraining methodologies.


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Paper 4 Training Methodology I

Contents

1. Overview of Training Methodologies:

2. Logic and Process of Learning;

3. Principles of Learning;4. Criteria for Method Selection;

5. Skills of an Effective Trainer;

6. Use of Audio-Visual Aids in training;

7. Computer Aided Instruction;

8. Distance Learning, Open Learning, E- Learning,

9. Technologies Convergence and MultimediaEnvironment.


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Training Methodology I Agenda



3. Principles of Learning;

4. Criteria for Method Selection;5. Skills of an Effective Trainer;






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Variety of Training methods (Alphabetical)

Ad hoc projects

Audio based

Audio conferencing

Book based discussion

Case method

Classroom

Coaching

Community involvement

Corporate sabbaticals

Consultation

Counseling

Cross functional jobassignments

Demonstration

Developmental jobplacement

Discussion group E-mail based training

Games


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Variety of Training methods

Games

Interactive classroom

Internal internships

Intranet based training

Job aids

Job restructuring

Job rotation

Laboratory method

Learner`s oral report

Lecture

Mentoring from the inside

Mentoring from theoutside

Mind mapping

Multimedia CBT

OJT

Outside coaches

Panel discussion


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Variety of Training methods

Permissive discussion

Pictographic

Practice exercises

Practice role playing

Practicum

Professional org.participation

Programmed instruction

Research

Reverse role playing

Self-study books

Simulations

Storytelling

Symposium

Text based CBT

Video based

Video-conferencing

Web based


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Training Methodology I Agenda



3. Principles of Learning;

4. Criteria for Method Selection;5. Skills of an Effective Trainer;






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Learning

Learning can be defined formally as the act,process, or experience of gaining knowledge orskills.

In contrast, memory can define the capacity ofstoring, retrieving, and acting on that knowledge.

Learning helps us move from novices to expertsand allows us to gain new knowledge andabilities.


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Learning

Any relatively permanent change

in behaviour that occurs as a

result of experience.


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CompetenceCompetence

IncompetenceIncompetence

Unconscious Conscious

Unconscious Conscious

The Learning Stages


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The learning Process

Experience

Reflection

Conclusion/Theorizing

Plan/Action


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Experience/Observation

This is the actual learning experience. It maybe Reactivesomething which happens toyou, or Proactive - an experience which you

deliberately seek outReflection A non-judgmental look back at what

happened in the learning experience.

Conclusion/

Theorizing

Drawing conclusions from the thoughts at thereflection stage to identify lessons learnt.

Apply/Experimenting

Testing the lessons learnt from theconclusions, so that they can be related andapplied to similar situations in the future.

How do people Learn?

The Learning Process


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Learning Theory

Learning strengthens the brain by building new pathwaysand increasing connections that we can rely on when wewant to learn more. Definitions that are more complex addwords such as comprehension and mastery through

experience or study. Physiologically, learning is the formation of cell

assemblies and phase sequences. Children learn bybuilding these assemblies and sequences. Adults spendmore time making new arrangements than forming new

sequences. Our experience and background allow us tolearn new concepts.


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Learning Theory

At the neurological level, any establishedknowledge (from experience and background)appears to be made up of exceedingly intricatearrangements of cell materials, electrical charges,and chemical elements. Learning requiresenergy; re-learning and un-learning requires evenmore. We must access higher brain functions togenerate the much-needed energy and unbind

the old.


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Do Adults learn differently?


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six assumptions related to motivation ofadult learning:

Adults need to know the reason for learning something (Needto Know)

Experience (including error) provides the basis for learningactivities (Foundation).

Adults need to be responsible for their decisions on education;involvement in the planning and evaluation of their instruction(Self-concept).

Adults are most interested in learning subjects havingimmediate relevance to their work and/or personal lives

(Readiness). Adult learning is problem-centered rather than content-oriented

(Orientation).

Adults respond better to internal versus external motivators(Motivation).


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Learning Theories

ReinforcementTheory

Social LearningTheory

Goal Theories

Need Theories

ExpectancyTheoryAdult Learning

Theory

InformationProcessing Theory


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Reinforcement Theory

Emphasizes that people are motivated to perform or avoidcertain behaviors because of past outcomes that haveresulted from those behaviors.

Positive reinforcement

Negative Reinforcement

Extinction

Punishment


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Reinforcement Theory (continued)

From a training perspective, it suggests that for learnersto acquire knowledge, change behavior, or modify skills,the trainer needs to identify what outcomes the learnerfinds most positive )and negative).

Trainers then need to link these outcomes to learnersacquiring knowledge, skills, or changing behaviors.


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Schedules of Reinforcement

Ratio Schedules

Fixed-ratio schedule

Continuous reinforcement

Variable-ratio schedule

Interval Schedules

Fixed-interval schedule

Variable-interval schedule


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Social Learning Theory

Emphasizes that people learn byobserving other persons (models) whomthey believe are credible and

knowledgeable.Recognizes that behavior that isreinforced 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 comesfrom: directly experiencing the consequences of

using behavior or skills, or the process of observing others and

seeing the consequences of their behavior

Learning is also influenced by a persons

self-efficacy. Self-efficacy is a persons judgment aboutwhether she can successfully learnknowledge and skills.


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Processes of Social Learning Theory

MatchModeled

Performance

Attention Retention Motor

Reproduction

Motivation

al Processes

ModelStimuli

TraineeCharacteristics

Coding

Organization

Rehearsal

PhysicalCapability

Accuracy

Feedback

Reinforcement


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Goal Theories

Goal setting theoryassumes behavior results from apersons conscious goals and intentions.

Goals influence behavior by directing energy andattention, sustaining effort over time, and motivating the

person to develop strategies for goal attainment.

Research suggests that specific challenging goals havebeen shown to lead to high performance only if peopleare committed to the goal.


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Goal Theories (continued)

Goal setting theory is used in trainingprogram design.

It suggests that learning can be

facilitated by providing trainees withspecific challenging goals andobjectives.

The influence of goal setting theory canbe seen in the development of traininglesson plans.


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Need Theories

Need theories help explain the value that a personplaces 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, they are

unlikely to be motivated to learn.


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Expectancy Theory

Expectancy theory suggests that a persons behavior is

based on three factors:

Expectancy

Instrumentality

Valance


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Expectancy Theory (continued)

Expectancy theory suggests thatlearning is most likely to occur whenemployees believe:

They can learn the content of theprogram (expectancy)

Learning is linked to outcomes such as

better job performance, a salaryincrease, or peer recognition(instrumentality)

Employees value these outcomes


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Expectancy Theory of Motivation

X X = EffortExpectancy Instrumentality Valance

Effort

PerformancePerformanceOutcome Value of Outcome

Does Trainee HaveAbility to Learn?

Does Trainee BelieveHe Can Learn?

Does Trainee BelieveTraining OutcomesPromised Will BeDelivered?

Are OutcomesRelated to TrainingValued?


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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 andintrinsic motivators.


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Implications of Adult Learning Theory forTraining:

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 learners 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 the internalprocesses that occur when training content is learned andretained.

This information can come from another person or the

learners own observation of the results of his action. If the evaluation of the response is positive, this provides

reinforcement that the behavior is desirable to be stored inlong-term memory for use in similar situations.

Learning Style Inventory


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Learning Style Inventory

Concrete Experience

A

ctiveExperim

entation

Ob

servation

Abstract Concept

CE

AC

AE

RO

Wordsworth

Einstein

S

alimAli

Tata

4 - 38


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The Learning Process:Learning Styles

Diverger Concrete experience

Reflective observation

Assimilator

Abstract conceptualization

Reflective observation

Converger Abstract conceptualization

Active experimentation

Accommodator

Concrete experience

Active experimentation


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A lamp can never light another lamp unless it continues

to burn its own flame.

A Trainer can never really TRAIN unless he is stilllearning himself.

istd training methodology i august 20 2011

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