Problem 4
Kolb
Experiential Learning Theory
learning styles related with other factors
models of grasping & transforming experiences
highlights the role of experience
gaining experience through: concrete experience, abstract conceptualization, reflective observation, active experimentation
4-stage learning cycle
CE --> RO --> AC --> AE
getting experiences & knowledge
learning styles
diverging
assimilating
CE + RO
interested in people, emotional, personalized feedback, imaginative, work in groups
AC + RO
interested in ideas, theory based, logic over practical value, analytical
converging
AC + AE
practical uses, experimenting with ideas, technical
accomodating
hands on, gut feeling, prefer to work with others, rely on people
personality
diverging: introverted, feelings
assimilating
introvert, intuitition
converging
extraverted, thinking
accomodating
extraverted, sensing
CE + AE
educational
diverging
arts, english, history, psychology
assimilating
economics, mathematics, chemistry
converging
engineering, physical sciences
accomodating
business and management
professsional career choices
diverging
assimilating
social service
sciences (i.e. biology, physics)
converging
fields of technology
accomodating
organizations
current job
executive
personal
technical
informational
general management, decision making, accomodating
councelling, personnel administration, diverging
problem solving, engineering, convergent
research, planning, data analysis
evaluation: low predictive validity, high content validity
order:
1st order = basic learning styles (assimilating, converging, etc.)
2nd order
high/low on learning style dimensions
3rd order
using all styles, to different extents
emphasis on CE/AC dimension
emphasis on RO/AE dimension
equal use of both
Landy & Cote
training
acquisition of skills, concepts, attitudes --> improvement in performance
training needs analysis
organizational analysis
needs and goals of organization, focus on resources, environment
task analysis
identifying KSAO, task demands,
person analysis
who gets training, what kind
trainee characteristics
readiness
mental ability, goal orientation, experience level, expectations
motivation
theories
reinforcement theory
social learning theory
rewarding desired behavior --> increase of said behavior
observing and then rehearsing task, behavioral modeling
self-efficacy
training guidelines
self-efficacy, goal-setting, feedback
principles of learning
fidelity
practice --> overlearning --> automaticity
is task similar to actual job
psychological, physical --> both important
whole learning, part learning (sub tasks separated)
massed practice vs. distributed practice
training evaluation:
reaction --> trainees' impressions of program
learning --> how much trainees learned
behavioral --> how well trainees transfer knowledge to job
results --> how well trainee program impacted organizational goals
learning outcomes --> immediate knowledge, knowledge retention, demonstration
utility analysis
assessing costs and benefits of training program
1) people trained 2) trainees vs. non-trainees performance 3) time of presence of positive effects 4) variability
validity of training
training validity, transfer validity, intra-organizational validity, inter-organizational validity
Woods & West
training evaluation:
methods of training & learning strategies
secondment --> learning at new part of organization / separate company, bring knowledge back to their organization
competitor and client placements --> putting oneself into competitor's position, gains new insight
gagne' learning outcomes
learning outcomes
cognitive, skill-based, affective
verbal info, intellectual skills, cognitive strategies,
designs: quasi-experiment (no pre-measure), experimental, time-series (no control)
personality traits related to training success
conscientiousness and extroversion positively related to training sucess
emotional stability weak link, while openness experience not related to job performance, but only training success
learning goal orientation is best for motivation, and learning + performance
lectures, demonstrations, simulations, on-job training, coaching (structured, shorter) mentoring (more informal, longer)
training transfer
learning outcomes + motivation
KSAOs applied to job