Chapter 2: Using Theory to Design More Effective Training
A summary of Chapter 2 of Adult Learning Basics, by William J. Rothwell. Alexandria, Virginia: ASTD Press, 2008.

A summary
by Marlo Brown

Definitions of Learning

American Heritage Dictionary (http://www.ask.com/reference/dictionary/ahdict/64358/learning)

Wikipedia
(http://en.wikipedia.org/wiki/Learning)

Learning can also be seen as a means of getting results. In our case, this could mean imparting useful knowledge and skills to our employees.

Types of Learning

Gagné's Types of Learning - shown in a heirarchary of complexity. Each generally requires its own teaching method.

Verbal information
Intellectual skills
Cognitive strategies
Motor skills
Attitudes

Formal, Informal and Incidental Learning

Formal Learning - Scheduled training. Classroom instruction falls under this category.
Informal Learning - On-the-job training, watching others, etc.
Incidental Learning - Learning that happens "on its own," without effort by the learner. Exposure to a process, computer program, language, etc. may result in learning, even though the learner may not be aware of it. Not a method we can exploit easily.

The trainer's philosophy concerning training and learning can greatly affect the outcome of a training session.

Learning Process Model

A model helps us to conceptualize and describe the process of learning. The image below is a composite of the illustrations on pages 28 and 31.

The Model (GIF image, 63K)

Theories of Learning

Learning Theory	Main Idea	Trainer Tips
Functionalistic	Living things use learning to adapt to the world around them	• Show students why they should learn • Motivate them to practice • Reward success • Don't punish failure
Associationistic	Associations can lead to learning -- like the conditioned response of Pavlov's dog	• Build skills with practice • Make the learning setting as close as possible to the work setting
Cognitive	The process of learning is emphasized	• Encourage students to watch those who are successful in the class • People may learn by imitating others • Check for students' understanding of larger concepts • Use mistakes as learning opportunities • Guide and facilitate instead of just lecturing and/or presenting
Neurophysiological	Brain chemistry and anatomy are among the concepts studied	• Know the differences between kiddos and adult learners • Utilize as many senses as possible in presenting material
Anchored Instruction	A focal point -- or anchor -- aids learning	• Relate the training to the students' work with a specific example or case study • Use problem-solving to anchor the course in reality
Cognitive Load	People learn best when the instruction mirrors the way they think	• Find out how learners think, then modify the class to match • A multimedia approach is more likely to work than rote memorization • Use multiple examples in teaching
Conversation	Conversation is a way that people learn	• Use class discussions as part of the learning process • Encourage students to demonstrate what they've learned -- to each other and to the class
Experiential	Experience is the best tool in teaching	• Use hands-on learning • Ensure that the class setting is friendly and supportive • Facilitate self-guided learning • Empower students in the learning process
Functional Context	Course contents should relate directly to the student's work	• Use actual scenarios and problems drawn from the workplace
Minimalist	Classes should be designed to minimize the time spent in getting started in learning	• Engage students immediately with problem- solving and other challenging activities • Use activities that challenge students instead of lecturing to them • Tips for dealing with real-world challenges are a useful teaching tool
Subsumption	Tries to explain how people can learn a lot of material in a very short time	• Give students the "big picture" that includes what they are learning

Conclusion/Discussion