LIO Lecture 2
Formal and informal learning
Take these slides as a point of departure, what is the overall conclusions drawn by the authors, the
articles and the slides. Do I see overlap with stuff between slides?
Formal learning
(The Science of) Training & Development
• Key themes:
1) Training works (if properly designed!)
2) The way in which (a) training is designed, delivered and implemented matters
Training can also be used as a political mean (yes, they had a sensitivity training)
Training to make a company more concurrent.
Thinking about training and its design
• Defined as “planned and systematic activities designed to promote the acquisition of knowledge,
skills, and attitudes” (learning), a activity to make you learn something
• Multi-disciplinary field (cognitive science, industrial / organizational psychology management,
education, medical science). Dependent on your paradigm, many reasons to do research on training
but also need for training.
• Two major concerns:
• Training effectiveness: do you acquire the KSA you need to acquire?
• Transfer of training: taking the skills you have been learned and applying them in the field
where you work. Especially when training occurs in an artificial environment.
What matters before training?
• Training needs analysis: what is your job, what do you need to do, what do you miss in your KSA’s?
• Job-task analysis
• Organizational analysis (strategic alignment): where does the organization wants to go.
• Person analysis
• Learning climate: the climate in the organization that facilitates the learning taking place, the
factors that make these possible.
• Expectations
• Attendance policy: forcing people to be there: to point out what is important for the
company but could also create resistance.
• Supervisor support: will they free up the time you need?
• Reduce skill decay
Above as checklist, managers do not always have common sense (what is the real need in the
company).
What matters during training?
• Individual characteristics of the learners
• Self-efficacy: do they believe in themselves. Can you stimulate/support that?
• Goal orientation: personal or organizational goal?
• Motivation to learn: and why are you motivated, intrinsic or extrinsic motivation
• Characteristics of the training: instructional strategies and the principles underpinned
• Information
• Demonstration
• Practice
• Feedback
• Error training
, • Behavioral role-modeling
• Self-regulatory activity
What matters after training?
Tendency to forget this part. Training usually happens out of the job situation, out of the constraints
of the working environment. Does this working environment give you the factors you need to
perform the KSA? Possibilities to practice, a save environment, resource-constraints? Are there
enough persons to perform the job services.
• Post-training factors influencing transfer:
• Supportive climate
• Debriefing
• Maximize knowledge elicitation on the job
• Training evaluation
• Did the training realize the associated objectives? Depends on the objectives. Was the
training a success?
• Did said realization result in better job performance? You need to operationalize what you
want to have as a job performance. Come up with sensible measures for the effects of a
training.
Transfer framework:
• Generalization: Is it possible to transfer what you learned to the real world?
• Near vs. far transfer tasks
➢ In terms of similarity of tasks
• Lateral vs. vertical transfer
➢ In terms of complexity of tasks: does the complexity increases or not. Here an
onderwijskundige can make a difference.
• Maintenance: the extent to which changes brought about by training persist over time: does the
change actually change behaviors? Do the skills stick, have they been internalized?
Model to discuss transfer. Moderators: methodological (lab/field study), Onderwijskundig: Same
Source, Same Measurement Bias: If you want to evaluate the transfer, but you might not want to use
self-report (e.g. people do not want to look stupid or are afraid for the managers). Think about these
factors when evaluating a training.
Formal and informal learning
Take these slides as a point of departure, what is the overall conclusions drawn by the authors, the
articles and the slides. Do I see overlap with stuff between slides?
Formal learning
(The Science of) Training & Development
• Key themes:
1) Training works (if properly designed!)
2) The way in which (a) training is designed, delivered and implemented matters
Training can also be used as a political mean (yes, they had a sensitivity training)
Training to make a company more concurrent.
Thinking about training and its design
• Defined as “planned and systematic activities designed to promote the acquisition of knowledge,
skills, and attitudes” (learning), a activity to make you learn something
• Multi-disciplinary field (cognitive science, industrial / organizational psychology management,
education, medical science). Dependent on your paradigm, many reasons to do research on training
but also need for training.
• Two major concerns:
• Training effectiveness: do you acquire the KSA you need to acquire?
• Transfer of training: taking the skills you have been learned and applying them in the field
where you work. Especially when training occurs in an artificial environment.
What matters before training?
• Training needs analysis: what is your job, what do you need to do, what do you miss in your KSA’s?
• Job-task analysis
• Organizational analysis (strategic alignment): where does the organization wants to go.
• Person analysis
• Learning climate: the climate in the organization that facilitates the learning taking place, the
factors that make these possible.
• Expectations
• Attendance policy: forcing people to be there: to point out what is important for the
company but could also create resistance.
• Supervisor support: will they free up the time you need?
• Reduce skill decay
Above as checklist, managers do not always have common sense (what is the real need in the
company).
What matters during training?
• Individual characteristics of the learners
• Self-efficacy: do they believe in themselves. Can you stimulate/support that?
• Goal orientation: personal or organizational goal?
• Motivation to learn: and why are you motivated, intrinsic or extrinsic motivation
• Characteristics of the training: instructional strategies and the principles underpinned
• Information
• Demonstration
• Practice
• Feedback
• Error training
, • Behavioral role-modeling
• Self-regulatory activity
What matters after training?
Tendency to forget this part. Training usually happens out of the job situation, out of the constraints
of the working environment. Does this working environment give you the factors you need to
perform the KSA? Possibilities to practice, a save environment, resource-constraints? Are there
enough persons to perform the job services.
• Post-training factors influencing transfer:
• Supportive climate
• Debriefing
• Maximize knowledge elicitation on the job
• Training evaluation
• Did the training realize the associated objectives? Depends on the objectives. Was the
training a success?
• Did said realization result in better job performance? You need to operationalize what you
want to have as a job performance. Come up with sensible measures for the effects of a
training.
Transfer framework:
• Generalization: Is it possible to transfer what you learned to the real world?
• Near vs. far transfer tasks
➢ In terms of similarity of tasks
• Lateral vs. vertical transfer
➢ In terms of complexity of tasks: does the complexity increases or not. Here an
onderwijskundige can make a difference.
• Maintenance: the extent to which changes brought about by training persist over time: does the
change actually change behaviors? Do the skills stick, have they been internalized?
Model to discuss transfer. Moderators: methodological (lab/field study), Onderwijskundig: Same
Source, Same Measurement Bias: If you want to evaluate the transfer, but you might not want to use
self-report (e.g. people do not want to look stupid or are afraid for the managers). Think about these
factors when evaluating a training.
