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