{"id":430166,"date":"2018-06-14T20:55:18","date_gmt":"2018-06-14T20:55:18","guid":{"rendered":"https:\/\/essaypaper.org\/?p=25127"},"modified":"2018-10-24T09:13:22","modified_gmt":"2018-10-24T09:13:22","slug":"discussion-assignment-2-2","status":"publish","type":"post","link":"https:\/\/www.benedictsol.com\/blogs\/discussion-assignment-2-2\/","title":{"rendered":"Discussion Assignment"},"content":{"rendered":"
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  1. Scenario: You have been asked by your boss to design a two-hour training program on harassment for a group of predominantly Millennial employees.*<\/strong> Which learning theory would you use to design it and why would you use that one? \u00a0Describe two or three specific actions would you take to make help\u00a0employees transfer their learning back to the job.<\/li>\n<\/ol>\n

    *<\/strong>For more information, including a definition of Millennial employees, visit this report from the U. S. Chamber of Commerce Foundation (2012) \u00a0and scan down to the Workplace section (about a third of way down); it begins with a\u00a0Workplace Summary<\/em>\u00a0and includes\u00a0Key Findings<\/em>.
    \nhttps:\/\/www.uschamberfoundation.org\/reports\/millennial-generation-research-review<\/p>\n

    Reference:<\/p>\n

    U.S. Chamber of Commerce Foundation. (2012, November 12). The Millennial generation research review. \u00a0Retrieved from https:\/\/www.uschamberfoundation.org\/reports\/millennial-generation-research-review<\/p>\n

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    1. There are more learning theories than we discussed this week. Research one that we did not cover in the lecture; write a summary of it; and tell us how you would apply it in developing training.<\/li>\n<\/ol>\n

      The \u2018Teaching Guide for GSIs\u2019 article on Learning Theories gives us an overview of most of the major learning theories that trainers use in designing training.\u00a0 For a more comprehensive explanation of the theory, please review the article.<\/p>\n

      Below are some examples of how learning theories impact the development of training.<\/p>\n

      Behaviorist Theory<\/strong>\u00a0assumes that the learner is passive and their behavior can be shaped through positive or negative reinforcement in the training.\u00a0 In this type of training, the trainer identifies the benefits of the training to the individual.\u00a0 Some of these benefits might include increased work competency and efficiency, safety, or rewards like promotion or salary increases.\u00a0 During the training, the trainer focuses on reinforcing positive behaviors through memorization and testing assignments. \u00a0Assignment feedback that both focuses on and reinforces the behavior is an integral part of this theory.<\/p>\n

      Cognitivist Theory<\/strong>, or human information processing theory, assumes that new information can be transformed in a particular way during training which will enable trainees to store it in their memory.\u00a0 Trainers use the learner\u2019s experience as a basis for the construction of new knowledge.\u00a0 During training, the trainer connects the new material to the trainee\u2019s experience and conducts discussions and review exercises where the trainee has an opportunity to explain the new material in relationship to what the trainee already knows.<\/p>\n

      Social Learning Theory (SLT)<\/strong>.\u00a0 Another influential theory in adult as well as childhood education is social learning theory.\u00a0 This theory assumes that behavior is learned from the environment through observation. \u00a0Hence, trainers should use or serve as positive models in the classroom to help people learn.\u00a0 Many trainers use \u2018behavior modeling\u2019 in the classroom.\u00a0 Behavior modeling includes a) showing the trainee how to do something, b) allowing the trainee to ask questions, c) letting the trainee do it, d) and giving the trainee feedback.\u00a0 This process can be used in several types of training from on-the-job (OJT) training to leadership training.\u00a0 In OJT training, the trainer can model the behavior in a one-on-one situation.\u00a0 In leadership training, the trainee can watch a positive scenario on a video and then \u2018role play\u2019 it in small groups – –\u00a0 and receive feedback.<\/p>\n

      Adult Learning Theory<\/strong>.\u00a0 In the readings this week is an article about Malcom Knowles.\u00a0 Knowles spent a lifetime studying how adults learn.\u00a0 He was convinced that adults learned differently than children.\u00a0 He saw adults as more self-directed, more experienced, more problem oriented, and more application oriented than children.\u00a0 As a professor and researcher at Boston University and North Carolina State between 1959 and 1979, Knowles wrote about a difference between what he referred to as pedagogy, or the practice of teaching children, and andragogy, or the practice of teaching adults.\u00a0 The distinction Knowles was trying to make is that adults needed a more learner-centered approach to learning.\u00a0 Having a more learner centered approach to learning could change the roles of the teacher and the student. \u00a0The teacher could become more of a participative facilitator of learning rather than a lecturer.\u00a0 (https:\/\/www.td.org\/Publications\/Newsletters\/Links\/2009\/11\/The-Fundamentals-of-Adult-Learning\u00a0.<\/p>\n

      The impact that Knowles had on training profession was evident when he received an ATD (formerly ASTD) Award for Distinguished Contribution to Workplace Learning and Performance.<\/p>\n

      The next question becomes how have trainers adapted Knowles\u2019 work over the years.\u00a0 Here are some adaptions of Knowles that are driving the learning in this class.<\/p>\n