Unit 7 - Learning and Development
Introduction
Difference Between Training and Development
• Training
• The acquisition of KSAs to improve performance in one’s current job
• Development
• The acquisition of KSAs required to perform future job responsibilities and for the long-term achievement of
individual career goals and organizational objectives.
Learning Consultant: Job Description
• Builds and delivers engagement activities
• Develops and implements leadership development programs that engage leaders at all levels
• Creates and implements change management plans that minimize employee resistance and maximize employee
engagement
• Has expertise in instructional design and adult-learning principles to design, deliver, manage and evaluate programs
• Has coaching and mentoring skills to support initiatives and lead the design, development, and and delivery of
targeted interventions.
Theories of Learning
Adult Learning Theory
• Andragogy - Adult-oriented approach to learning and development
• Pedagogy - Traditional approaching to learning and development used to educate children
• Implications for training design:
• Adults are goal directed
• They want to know why they are learning
• They need to be ‘ready’ to learn
• Adults want to participate:
• They want to participate in a training needs analysis and have input into the planning and instruction
• Training needs to be relevant
• Adults want to solve problems and apply their knowledge immediately
• Training should draw upon their experiences
• Training should allow for participation and discussion.
• Training programs should include safe practice opportunities
• Adults want to be able to learn independently and autonomously
• Adults may prefer to be self-directed in their learning
Goal-Setting Theory
• Distal Goal - a long-term or end goal
• Proximal Goal - A short-term goal or sub-goals
• Goal orientation
• Mastery Goals - Process-oriented goals that focus on the learning process
• Performance goals - Outcome-oriented goals that focus attention on the achievement of specific performance
outcomes
, Teaching Children Versus Adults
Anderson’s Adaptive Character of Thought (ACT Theory)
• Anderson’s Adaptive Character of Thought is a general theory of cognition that distinguishes between three stages of
learning:
• Declarative Knowledge
• The learning of knowledge, facts and information
• The learner is still resource dependent
• Knowledge Compilation
• Integrating tasks into sequences
• Practice
• Learner’s performance may still be fragmented
• Procedural Knowledge
• The task or skill mastered
• Performance is automatic
• Resource Allocation Theory - Individuals possess limited cognitive resources that can be used to learn a new task
Kolb Learning Theory: Learning Styles
• The way an individual gathers information, processes and evaluates it during the learning process
• Learning cycle/spiral
Introduction
Difference Between Training and Development
• Training
• The acquisition of KSAs to improve performance in one’s current job
• Development
• The acquisition of KSAs required to perform future job responsibilities and for the long-term achievement of
individual career goals and organizational objectives.
Learning Consultant: Job Description
• Builds and delivers engagement activities
• Develops and implements leadership development programs that engage leaders at all levels
• Creates and implements change management plans that minimize employee resistance and maximize employee
engagement
• Has expertise in instructional design and adult-learning principles to design, deliver, manage and evaluate programs
• Has coaching and mentoring skills to support initiatives and lead the design, development, and and delivery of
targeted interventions.
Theories of Learning
Adult Learning Theory
• Andragogy - Adult-oriented approach to learning and development
• Pedagogy - Traditional approaching to learning and development used to educate children
• Implications for training design:
• Adults are goal directed
• They want to know why they are learning
• They need to be ‘ready’ to learn
• Adults want to participate:
• They want to participate in a training needs analysis and have input into the planning and instruction
• Training needs to be relevant
• Adults want to solve problems and apply their knowledge immediately
• Training should draw upon their experiences
• Training should allow for participation and discussion.
• Training programs should include safe practice opportunities
• Adults want to be able to learn independently and autonomously
• Adults may prefer to be self-directed in their learning
Goal-Setting Theory
• Distal Goal - a long-term or end goal
• Proximal Goal - A short-term goal or sub-goals
• Goal orientation
• Mastery Goals - Process-oriented goals that focus on the learning process
• Performance goals - Outcome-oriented goals that focus attention on the achievement of specific performance
outcomes
, Teaching Children Versus Adults
Anderson’s Adaptive Character of Thought (ACT Theory)
• Anderson’s Adaptive Character of Thought is a general theory of cognition that distinguishes between three stages of
learning:
• Declarative Knowledge
• The learning of knowledge, facts and information
• The learner is still resource dependent
• Knowledge Compilation
• Integrating tasks into sequences
• Practice
• Learner’s performance may still be fragmented
• Procedural Knowledge
• The task or skill mastered
• Performance is automatic
• Resource Allocation Theory - Individuals possess limited cognitive resources that can be used to learn a new task
Kolb Learning Theory: Learning Styles
• The way an individual gathers information, processes and evaluates it during the learning process
• Learning cycle/spiral
