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Principles of Learning

The document outlines several key principles of learning for HR managers: 1. Learning involves a relatively permanent change in behavior resulting from direct or indirect experience. Two important preconditions for learning are trainee readiness and motivation. 2. Basic principles for effective learning include ensuring material is meaningful, providing reinforcement, enabling transfer of training to the job, giving feedback on progress, and allowing for practice and repetition. 3. Training programs should have clearly stated instructional objectives and undergo evaluation to determine their effectiveness in enhancing work performance and meeting organizational goals.

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Saima Shabbir
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
155 views

Principles of Learning

The document outlines several key principles of learning for HR managers: 1. Learning involves a relatively permanent change in behavior resulting from direct or indirect experience. Two important preconditions for learning are trainee readiness and motivation. 2. Basic principles for effective learning include ensuring material is meaningful, providing reinforcement, enabling transfer of training to the job, giving feedback on progress, and allowing for practice and repetition. 3. Training programs should have clearly stated instructional objectives and undergo evaluation to determine their effectiveness in enhancing work performance and meeting organizational goals.

Uploaded by

Saima Shabbir
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Principles of Learning

The Learning provides some important principles for HR managers concerned with delivering
effective training. Learning is a relatively permanent change in behaviour that results from direct
or indirect experience.

Pre-conditions for learning:


There are two preconditions of learning that will increase the success of those who are to receive
training:
Trainee Readiness:
Readiness implies a degree of concentration and eagerness. Individuals learn best when they are
physically, mentally, and emotionally ready to learn, and do not learn well if they see no reason
for learning. Getting students ready to learn, creating interest by showing the value of the subject
matter, and providing continuous mental or physical challenge, is usually the instructor’s
responsibility.
Trainee Motivation:
The Trainee must be properly motivated. That is for optimum learning the trainee must recognize
the need acquiring new information or for having new skills; or a desire to learn training
progresses must be maintained. While people at work are motivated by certain common needs,
they differ from one another in the relative importance of these needs at any given time.

Basic principles for learning:


There are the following some basic principles for learning.
Meaningful material:
Learning is enhanced when trainees can see that training is relevant and capable of
implementation.
Reinforcement:
Strengthening of behaviour is called reinforcement. It occurs in learning when a reward follows
the behaviour. To increase the probability that the behaviour will be repeated the reward must be
seen as a consequence of the behaviour.
Transfer of training:
If employees cannot transfer their training to the work situation, the training effort may have
been wasted. Obviously, the greater the gap between the training situation and the job,the greater
the possibility of transfer loss.
Knowledge of progress:
Improved performance depends on trainees being made aware of their present performance
standard. This feedback enables them to establish the size of the learning task.
Distributed Learning:
The most efficient distribution is vary according to the type according to the type or complexity
of the task to be learned, it is desireable to make reference to the rapidly growing body of
research in this area when an answer is required for a specific training situation.
Whole versus part learning:
Most jobs and tasks can be broken down into parts that lend themselves to further analysis. In
evaluating whole versus part learning, it is necessary to consider the nature of the task to be
learned.
Practice and repetition:
There is a direct relationship between skills acquisition and practice, in the same way that lack of
practice leads to skill diminution. The ‘hands-on’ aspect is vital to the acquisition of skills and is
a central concept in adult learning.

Instructional objectives:
The desired outcomes of training programs should be stated formally in instructional objectives.
It has three components:
 A statement of the terminal behavior
 A statement of the standards that the trainee is expected to attain
 A statement of the conditions under which the trainee is expected to perform the terminal
behavior.

Training and Development phase:


This phase includes formulating a specific training strategy and preparing instructing plans.
A major consideration in creating a training environment is that of choosing a method or medium
that will enable the trainee to learn most effectively.

Evaluation phase:
Training, like any other HR function, should be evaluated to determine its effectiveness.
It is a process of collecting outcomes to determine if the training program was effective from
whom, what, when, and how information should be collected.
The purpose is to get feedback on the effectiveness of the training activities and control over the
provision of training.
There are four approaches to evaluation:
 First, that will be value in terms of the feedback on areas such as contents, material and
effectiveness.
 Second, is to test whether anything was actually learnt. Before and after test can often be
used to achieve this goal.
 Third, trainers can seek feedback at the end of the training session in terms of the
trainee’s on-the-job behavior will be varied as a result of the training.
 Finally, we need to determine the results of the behavior change i.e. how did the other
react? Was output affected? This final level of evaluation is true evaluation.

Meeting Training goals:


The effectiveness of training, the evaluation phase must address the worth of the training
program.
Goldstein describes the four choices as:
 Training validity: The question here is whether the trainees learnt during training.
 Transfer validity: The issue is whether what has been learned in training transfers as
enhanced performance in the work organization.
 Intra-Organizational validity: Performance of the new group of trainees in the same
organizational that developed the training program is consistent with the performance of
the original training group.
 Inter-Organizational validity: The analysis is to determine whether a training program
validated in one organization can be used successfully in another organization.

Cost-benefit considerations:
The ability to measure the benefit derived from training varies according to the type of job.
The benefits that are experienced by an organization are similar to those found through a
developed selection program.
Increased productivity and ability of the trainees to assume more responsible roles in the
organization are the major benefits.
Reductions of wastes, accidents, and similar problems are also important contribution of a
training program.

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