Transfer of Training

Chapter 4 – Learning and Transfer of Training
Your textbook describes learning as a relatively permanent change in human capabilities that can include knowledge, skills, attitudes, behaviors, and competencies that are not the result of growth processes. A key part of learning is ensuring that the change sticks – employees commit what they learn to memory and are able to recall it.
Learning is a critical part of how we get important things done in our organizations. It’s how we position ourselves to deliver exceptional service and quality. It’s how we adapt effectively to the changing world around us. It’s how we create stability in our workforce.
In this chapter, we’ll explore how adults learn, the role of practice and feedback in learning, and how to write effective learning objectives.
You may complete this assignment individually or in groups, but each student should submit the assignment.
What’s unique about adult learners?
When creating learning material, we have to consider the audience. In business, we’re dealing with adult learners. Click on the link below to watch an introduction to adult learning theory or andragogy. Please note that this video is part of a LinkedIn Learning course. You do not need view the whole course (which requires a subscription). You just need to view the 5-minute introductory video.
https://www.linkedin.com/learning/instructional-design-adult-learners/introduction-to-malcolm-knowles-s-andragogy-theory

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What learning theories shape the way we develop training and education?
Your textbook states that employees learn through observation, experience and interaction. There are several learning theories that can help us understand why observation, experience and interaction are foundational to effective adult learning.
Click the link to read an article that briefly describes three adult learning theories – andragogy (which you were just introduced to), transformational learning, and experiential learning:https://www.td.org/insights/3-adult-learning-theories-every-e-learning-designer-must-know
Your textbook provides additional information about adult learning theory (andragogy) and the learning cycle (experiential learning) on pages 168 – 170 and 176.

Answer the questions below. You can type your responses directly into this document.

1. The article describes transformational learning as revealing perspectives to create a-ha moments. On the first day of class, we took a DiSC assessment which provided insight into your work style and preferences. What a-ha moments did you experience through the DiSC assessment? Describe them below. If you didn’t complete the DiSC assessment, consider the experience of other personality, workstyle, or learning assessments that you’ve taken.
2. In what other ways have you experienced andragogy, transformational learning, and experiential learning in your workplace or through your work at Wright State?
3. Reflect on a learning experience that was particularly helpful for you. What about the experience helped you learn?

The role of practice and feedback
In our discussions about performance management, we reviewed the steps in deliberate practice. A review of this information is pictured below. Your Training and Development textbook also describes the importance of practice in learning. Practice involves experience, and we just identified that that’s part of how adults learn. An important part of that experience is feedback.
Review pages 179 –187 in your textbook.

1. What conditions are necessary in order for practice experiences to be effective?
2. What is feedback? What are some ways to provide feedback to learners?
3. How does practice and feedback help employees commit training to memory?
   Writing effective learning goals and objectives
   We’ve learned that adult learners need to know why they are learning something. That’s why clear learning goals and objectives are a critical part of the instructional design process.
   What should this education do?
   Educational Goals set the high-level objectives of the education. Think, what should change because of this education? What outcomes in general do we need to see? This can encompass demonstrations of knowledge or skills, changes in attitude, etc.

What will we teach?
Learning objectives help the learner understand specifically what’s in it for them. Having clear learning objectives also helps you as the instructional designer to design valid assessments for the learning you develop. Objectives are concrete, observable behaviors that show that the Goal has been reached. Each objective should start with a verb. Bloom’s Taxonomy can help you with this step.
Before we use Bloom’s Taxonomy to write learning objectives, let’s talk about what it is. Bloom’s Taxonomy, pictured below, helps us understand how we can promote higher forms of thinking. It describes how we can move from knowledge to comprehension to critical thinking. Think about it this way:
Start at the bottom of the triangle –
• To understand something, I must be able to remember basic facts and concepts.
• To apply learning, or use information in new situations, I have to understand and be able to explain certain ideas and concepts.
• To draw connections between ideas (analyze), I have to be able to use information in new situations (apply)

1. You can use this model as you are developing learning objectives for your group projects. Remember, objectives are concrete, observable behaviors that show that the learning goal has been reached. Each objective should start with a verb. For example, one objective for this learning is for students to be able to list and describe three adult learning theories.

Let’s practice writing learning objectives. Fill in the chart below by writing one learning objective for each level of Bloom’s Taxonomy.

Remember
Understand
Apply
Analyze
Evaluate
Create

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