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Learning, training and development

Q: Goldstein's Instructional System Design (ISD) model (or Training cycle)

Needs assessment phase (analysis of learning and development needs at different levels of examination) --> Specification of learning and development objectives designed to meet those needs --> Evaluation , which involves systematic examination of whether the learning and development interventions have had the desired effect

Q: Training evaluation criteria

Four levels of criteria: 1. reactions: trainee attitueds about he training they have received 2. Learning: knowledge, skills and abilities that trainees have learned 3. behaviour: Changes in trainee behaviour at work (training transfer). 4. Results: Organization- or team-level performance outcomes. This model is criticized to be oerly simplistic or restrictive.

Q: Modelling individual learning outcomes (5)

1. Verbal information: stated or recalled by the individual 2. Intellectual skills: Procedural knowledge that can be used to solve problems 3. Cognitive strategies: Rules for deciding when to bring verbal information and intellectual skills into play in order to solve a specific problem. 4. Attitudes: changes in the way people think and feel 5. Motor skills: physical or movement-based skills.

Q: Second model of individual learning outcomes

-cognitive outcomes: declarative and procedural knowledge, and cognitive strategies fro problem solving. (metacognition) -skill-based outcomes: behaviroual outcomes -affective outcomes: attitudes and motivation and self-efficacy

Q: Creation of knowledge in organizations

Socialization: shared experience that helps to create tacit knowledge within individuals externalization: the conversion or specification of tacit knowledge so that it becomes explicit knowledge combination: the combination of individual aspects of explicit knowledge into systems or prototypes internalization: the absorption of combined explicit knowledge to develop tacit knowledge, and to create more tacit knowledge

Q: Areas of individual differences (reacting to training and development)

1. Ability and cognition (metacognitive ability and self-regulation) 2. personality traits (succes and: conscientiousness (+), openness to experience (+), extraversion (+), emotional stability (-) 3. goal orientation (Performance goal orientation (PGO) and learning goal orientation (LGO))

9 important questions on Learning, training and development

Goldstein's Instructional System Design (ISD) model (or Training cycle)

Needs assessment phase (analysis of learning and development needs at different levels of examination) --> Specification of learning and development objectives designed to meet those needs --> Evaluation, which involves systematic examination of whether the learning and development interventions have had the desired effect

Behavioural theories of learning

(Skinner and Bandura)

1. Observational Learning: the idea that people can learn by observing role models.
2. Affect and Cognition: In the more up-to-date social cognitive theories, behaviour is generated from interacting cognitions and affective responses that result from situational perceptions.

Cognitive learning: The Adaptive Character of Thought (ACT) Model

The most basic form of knowledge in this model is declarative knowledge. Declarative knowledge may be thought of as sets of disconnected facts called 'knowledge chunks'. These are simple components of more complex knowledge, they underpin everything that human beings do. Knowledge chunks are compiled and organized into procedures for problem solving. The result is procedural knowledge about how to solve problems or complete tasks. Prcedural knowledge is strengthened when it is used and found to be successful, eventually becoming automatic.

Training evaluation criteria

Four levels of criteria:
1. reactions: trainee attitueds about he training they have received
2. Learning: knowledge, skills and abilities that trainees have learned
3. behaviour: Changes in trainee behaviour at work (training transfer).
4. Results: Organization- or team-level performance outcomes.

This model is criticized to be oerly simplistic or restrictive.

Modelling individual learning outcomes (5)

1. Verbal information: stated or recalled by the individual
2. Intellectual skills: Procedural knowledge that can be used to solve problems
3. Cognitive strategies: Rules for deciding when to bring verbal information and intellectual skills into play in order to solve a specific problem.
4. Attitudes: changes in the way people think and feel
5. Motor skills: physical or movement-based skills.

Second model of individual learning outcomes

-cognitive outcomes: declarative and procedural knowledge, and cognitive strategies fro problem solving. (metacognition)
-skill-based outcomes: behaviroual outcomes
-affective outcomes: attitudes and motivation and self-efficacy

Creation of knowledge in organizations

Socialization: shared experience that helps to create tacit knowledge within individuals
externalization: the conversion or specification of tacit knowledge so that it becomes explicit knowledge
combination: the combination of individual aspects of explicit knowledge into systems or prototypes
internalization: the absorption of combined explicit knowledge to develop tacit knowledge, and to create more tacit knowledge

Model of learning outcomes and individual differences

Key aspects:
1. trainee charachteristics that affect learning outcomes include abilities, personality traits, demographics, interests and values
2. individual differences act through intervening mechanisms to affect learning outcomes.
3. the pathway from individual differences to learning outcomes is also moderated by attribute-treatment interactions.

Areas of individual differences (reacting to training and development)

1. Ability and cognition (metacognitive ability and self-regulation)
2. personality traits (succes and: conscientiousness (+), openness to experience (+), extraversion (+), emotional stability (-)
3. goal orientation (Performance goal orientation (PGO) and learning goal orientation (LGO))

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Inleiding Psychologie en Maatschappij: Arbeids- en Organisatiepsychologie

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Learning, training and development

9 important questions on Learning, training and development

Goldstein's Instructional System Design (ISD) model (or Training cycle)

Behavioural theories of learning

Cognitive learning: The Adaptive Character of Thought (ACT) Model

Training evaluation criteria

Modelling individual learning outcomes (5)

Second model of individual learning outcomes

Creation of knowledge in organizations

Model of learning outcomes and individual differences

Areas of individual differences (reacting to training and development)

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