Adult Learning Theories

Adult Learning Theories

• Learning is interactive, constructive, and transformative
• Learning involves acquiring knowledge and skills that result in behavioral changes
• Learning is a somewhat permanent change in behavior

Theories of Learning

• Social learning (modeling) occurs through observation and imitation
• Cognitive processes involve how individuals store and retrieve information to solve problems or make decisions
• Adult learning is inductive, meaning that adult learners are motivated to address specific and relevant learning issues that can be immediately applied

Fundamental Learning Approaches

• The deductive approach is associated with pedagogy, which refers to the art and science of teaching children and is dependent on subject-centered learning. Examples are lecture, didactic approach, and banking method
• The inductive approach is associated with andragogy which is the art and science of helping adults learn, also values individual experiences. Examples are the laboratory method, experiential approach, evocative, and dialogic

Adult Learning Principles

• Adult learners have experience that can be shared
• Adults are motivated to learn what they are interested in, and learning cannot be forced upon them
• Everyone has a unique way of learning
• Learners are self-directed and learn at their own pace
• Learning can be both intellectual and emotional
• Learning can be a painful process when old knowledge is unlearned.
• Learning is an evolutionary process; adults improve on prior learning through continuous learning
• Learning is unique and individual and can be process-centered
• Adult learners need experience before learning occurs
• Learning is cooperative and collaborative and involves interdependent functioning

Learning Styles

• Learning styles describe how individuals learn considering cognitive, affective, and environmental elements
• These reflect an individual's genetics, personality, motivation, and environmental adaptation, according to Felder and Silverman's Index

Sensory vs Intuitive

• Sensory learners prefer concrete and practical information
• Intuitive learners prefer conceptual and theoretical information

Visual vs Verbal

• Visual learners prefer graphs, pictures, and diagrams
• Verbal learners prefer to hear or read information

Active vs Reflective

• Active learners enjoy physical experiments and working in groups
• Reflective learners enjoy individual learning and thinking things over

Sequential vs Global

• Sequential learners prefer information in an orderly manner
• Global learners prefer a systematic approach and seeing the big picture first

David Kolb

• David Kolb was an American organizational sociologist and educational theorist known for his research into experiential learning and learning styles
• He was born in 1939

Kolb Learning Styles

• Divergers are described as "The Reflector"
• They learn through feeling + observing and perform best with brainstorming and idea generation
• Methods include watching demonstrations, reflections, journals, and discussions
• Assimilators are described as "The Theorist"
• They prefer logic/ reasoning through thinking + observing and are comfortable with abstract concepts
• Methods include Reading, lectures, research, self-study, instructor-led classroom setting
• Accommodators are described as "The Activist"
• They prefer hands-on learning + doing through activities like simulation and case studies
• Methods include, computer simulation, cases, group discussions, role play, classroom
• Convergers are described as "The Pragmatist"
• They prefer thinking + doing and excel in problem-solving and decision-making with practical application

Learning Strategies

• Include classroom training, lectures, SLES, professional conferences, computer-based training, online learning, mobile learning, assessment, job experiences, and blended learning

Training and Development

• Training and development involves a planned organizational effort to help employees learn job-related knowledge, skills, and characteristics
• Training focuses on enhancing competencies for a current job and is shorter than development
• Development focuses on long-term contribution to the organization

Strategic Learning and Development Framework

• Since it is "strategic," it starts with linking training development to the organization directions
• Analysis done at the organizational level identifies performance gaps and needs
• Organization development interventions address organization gaps
• Competencies align with the organization’s directions
• Needs analysis identifies competency gaps
• Development aligns to learning training objectives
• Training content, methodology, and instructional materials are developed to meet objectives and evaluated

Training and Development Process NOLDE

• NOLDE is a condensed version of the Strategic Learning and Development Framework

Need Analysis

• This identifies training and development needs for a person and/or job

Learning Objectives

• Objectives must be measurable and observable

Delivery of Training

• Includes variety of techniques to engage adult learners

Evaluation

• Measures reaction, learning, behavior, and results

Needs Analysis

• This process identifies and articulates an organization's Human Resources Development (HRD) needs

Three Levels of Identifying Needs

• 1. Organization Analysis
• 2. Job Analysis
• 3. Person Analysis

Identifying Training Needs

• This process evaluates whether a person has ever been able to perform a task
• No (Ability Gap) indicates a need for training
• Yes, but not too well (Ability gap) indicates a need for practice
• Yes, but not consistently (Motivation Issue) indicates the need to check job fit, self-efficacy, or interest

Once a training need is established

• Check reward and consequences, tools and equipment and support of peers and supervisor

Sources of Data

• Superior's evaluation (performance, appraisal data, Training Needs Analysis TNA )
• Self-report (training needs analysis TNA, profile or test)
• Client feedback, subordinate feedback, multiple rater feedback, and external experts

Data Collection Methods

• Observation, Questionnaires, Print Media, Interviews, Focused-group Discussions
• Key Consultation, Tests, Records, reports, Work Samples

Learning Objectives

• These need to be specific, measurable and describe what participants are expected to do as a result of intervention
• Verbs from Bloom's Taxonomy are used in these to construct learning objectives

Training and Development Plan

• This summarizes the Training, Development and Organizational Interventions needed by a group or organization (short or long term, based on group, level, function)

Training Program Delivery

• a training plan must align with program's objectives and components: time, topic, method, materials, person responsible

Formal Education

• This involves short courses (onsite or offsite), university programs, professional conferences and seminars, E-learning, or Think-tank experiences, Staff meeting, Problem-solving group

Assessment Type

• Includes performance appraisals and 360-degree Feedback Systems, psychological tests, and assessment centers

Job Experiences

• Includes job enlargement, Job Transfer/Cross-posting, short-term Job rotation, special job assignments, Field trips, Exposure and Simulations, OJT, Behavior Modeling

interpersonal Relationships

• Includes Mentoring & Coaching

Mentoring

• involves a relationship that lasts long periods with senior members who can pass on knowledge

Coaching

• Is more formal and a set time and Coach does not need direct experience

Levels of Evaluation

• Evaluation determines if specific activities lead to desired outcomes
• Its process specifies desired outcomes, measures change, conducts intervention, collects data, and analyze

5 Levels based on Return on investments perspective

• Zuniga) At level 5 - ROI, the business results are translated into monetary terms

Donald Kirkpatrick

• Donald Kirkpatrick (1924-2014) Created the 'four level' model used for training course evaluation

Four Level Model Pyramid

• Level 1- Reaction involves the degree of favorable reactions to the training
• Level 2- Learning involves the degree participants acquired intended to knowledge, skill and attitude
• Level 3- Behavior involves the degree participants applied what they learned when they are back on the job
• Level 4- Results involves Degree the targeted outcomes occurred

MAKE SURE

• To gather data before and after learning and development interventions to measure if any change occurred, including hard (Time/ Cost Savings) and intangible (employee attitude) data

Developing Learning Organizations

• Information gathered during evaluation informs continuous improvement. Leaders act as role models and incentivize learning
• Self-directed learning and team-based learning with Autonomous control leads employees to build team-based systems

Motivation - Definition

• A force that energizes and causes people to act, directs their behavior towards specific goals, and sustains the effort in reaching those goals. Theories can be arranged into four areas, the needs, behavior-based, cognitive and job design

Needs Theories

• Maslow's Hierarchy of Needs: Physiological, Safety, Love and Belonging, Self-Esteem, Self Actualization
• (2) Alderfer's ERG Theory Simplified version of Maslow's Hierarchy Existing, Relatedness needs, and growth needs
• (3) McClelland's Achievement Theory :
• Need for Achievement(success,Task-orientation, challenge, low risk)
• Need for Power (Direct, control, influence, status)
• Need for Affiliation (Liked, accepted, friendship, cooperation)

Behavior-Based Theories

• Reinforcement Theory:
• Positive Reinforcement Addition of a pleasurable consequence will increase the probability of response repetition
• Negative Reinforcement The removal of a negative stimulus to avoid it
• Schedules of Reinforcement Fixed Ratio, Variable Ratio, Fixed Interval, Variable Interval
• (2) Locke's Goal-Setting Theory, Includes SMART goals to achieve more.

Job Design Theories

• The way job design is crafted influences the motivation of an individual
• Herzberg's 2-Factor Theory, hygiene factors that will not motivate, but their non-existence can lower motivation, and motivational factors to increase motivation
• (2) Hackman and Oldham's Job Characteristics Model: suggests of five factors increasing motivation. Skill Variety, Task Identity, Task Significance, autonomy and feedback

Cognitive Theories

• Adam's Equity Theory Employees are motivated to reduce the perceived inequities between work inputs and outcomes by compare themselves to others.
• (2) Expectancy Theory (Vroom): Motivation is a result of three elements: Expectancy x Instrumentality x Valence

Understanding Filipino Work Motivation

• Central to Filipino culture is the sense of familial ties and the tenacity to improve one's self
• A study was done to 487 Filipino employees in the corporate sector Resulting in Filipinos are more intrinsically rather than extrinsically motivated

Bakit ka kumakayod

• (What is it you toil for Study found common needs, organization, career, family implications
• Total Rewards include Intrinsic + extrinsic rewards

Job Performance

• encompasses Employee behaviors that contribute to task performance, recorded outcomes during a time period. Competence behavior. It is a function of ability, motivation and the environment

Performance Management

• Is a process of understanding what a person contributes to the organization
• Is strategic, administrative, and developmental

Performance Management Process

• It should align Roles, achievements, communication
• Rewards, Training, provide feedback,

Performance Management Framework: Mixed Model

• A combination of results and behaviors are assessed to deal w job performance balance

Performance Management Cycle

• Planning, review, training, reward

Measuring Job Performance

• Includes Objective and Subjective (Biased) means to evaluate

How to rate in Performance Ratings

• Appraisals or Feedbacks from the self or others

Methods of Assessment/Rating Performance

• Individual Performance, Graphic Rating Scale, critical incidents, Behavior Observation Scales, Checklists and narratives
• Comparative Methods: appraise against of one worker's performance against that of other workers using ranking and paired comparison

Roles in Performance Management

• Line Managers will implement it and Top executives cultivate a high performance culture

Ateneo CORD Talent Management Framework

• Involves organization strategy and provide the best for performance, profile management, competency, aspiration.

Attitudes

• Are are are evaluative judgements that cause individuals to think, feel, or behave in a particular way. Treating them well leads to positive attitudes. and Vice versa.

Theories of Job Satisfaction

• pleasant emotional states appraisal of experience, Situational Theories that stem from the work eniroment. Dispostional factors. Interactive theories based on personality influenced

Organization Commitment

• People's attitudes toward their employer based on the Affective, normative and continous

Employee Engagement

• Positively contributes to organizations: Say, Stay and Strive

Counterproductive Behaviors

• Actions that run explicitly against the goals of the organization
• Can result Western Researches and others

Philippine Context behaviors

• Pakisama: Allows smooth interpersonal relations
• Employee Turnover 8.5% Causes = compensation. Reasons for leaving
• Staying due to cooperation, and burnout reasons
• Relational Aggression such as rumors, and sexual harassment

Gender Discrimination

• Men and woman can be discriminated upon

Dealing with CPBs

• Talking directly with the person Written reprimand Verbal reprimand
• Labor Management Relations, Rules and regulations that govern and organize employment.

Rights of Employers and Employees

• Management / Employer Rights to set the work, change hours = employee rights to change

Security of Tenure, Work, Living

• those with less in life should have due process, must address the issue properly

Worker Stress and Employee Well-being

• Factors include -Occupational Stress, working shift, and working conditions. Organizational stressors, self efficacy all factor into well being
• effects of stress include psychologuical and behavior
• coping: involves the revised copings model and emotion

What's needed for a Occupational health, wellness and stress

• Mental Health Act (RA 11036) to better peoples work place
• coping: involves the revised copings model and emotion for better work life