TRAINING & DEVELOPMENT

SESSION THREE:INDIVIDUAL DIFFERENCES IN LEARNING

IN THIS SESSION

How individual differences in personality, motivation and training motivation impact on training effectiveness

How trainers can make some sensible shifts in their practice to accommodate these differences

LEARNING SO FAR

Some will have deep seated fear of learning

Reinforce behaviour carefully Patience with learned helplessness Give small rewards early Allow to reflect, question and think

LEARNING SO FAR

Allow to create links and associations Organise material into chunks Use visual imagery Explain well to aid semantic memory Raise arousal levels

MOTIVATION TO LEARN

Self-Efficacy Valence-Instrumentality- Expectancy Factors which raise motivation

EFFECTS OF COGNITIVE ABILITY

Correlations between g and learning achievement

Novel and demanding tasks Effects of prior knowledge and

structured learning

PERSONALITY & NEEDS

The outcomes of high nAch Conscientiousness, openness to

experience and extraversion Vigilance, perfectionism, privateness

and apprehensiveness

EFFECTS OF AGE

Differences in mastery levels

Differences in time taken to learn

Optimum conditions for older learners

EFFECTS OF SCHEMATA

Towards-Away From Same-Difference Intuitive-Sensing Active-Reflective People-Activity

EFFECTS OF SCHEMATA

Accept-Evaluate Global-Detail Options-Procedures Perfecting-Optimising Closure-Nonclosure

EFFECTS OF EMOTIONAL DISPOSITION

Dependency and reluctance to challenge

Anxiety and fear of failure

Confidence levels

EFFECTS OF LEARNING STYLE

The four types of learner

Hierarchies of experience

Accuracy of the model

Flexibility and cognitive ability

EFFECTS OF READINESS

Learning how to learn

Effective trainer styles

Using goals to enhance arousal

EFFECTS OF LEARNING STRATEGIES

Cognitive strategies

Behavioural strategies

Self-regulatory strategies

Overlapping strategies

PRACTICAL TASK

In small groups, look at the personality profile and explanatory notes attached to the back of your handout. Imagine you are preparing to train a group of people just like this person. Which personality traits would you need to be mindful of when designing your training and why? How would these impact on the way you deliver your training?

TRAINING & DEVELOPMENT

SESSION FOUR: APPLYING PSYCHOLOGY IN THE TRAINING ROOM

IN THIS SESSION:

Some ideas on how to build rapport with the group

Handling the group sensitively Encouraging change among delegates

BUILDING RAPPORT WITH YOURSELF

Environment: “I’m glad to be delivering this programme here”

Behaviour: “I shall be delivering this programme”

Capability: “I can deliver this programme well” Identity: “I’m the right person to deliver this

programme” Spirituality: “Delivering this programme makes

sense and has value”

BUILDING RAPPORT WITH OTHERS

Extraverts: air time and thinking aloud Sensors: details and examples Thinkers: tough and dispassionate Perceivers: play with words and ideas

BARRIERS TO RAPPORT

Training is for when you’re doing something wrong

We’re not doing anything wrong You get on by who you know You don’t appreciate how complex our

work is

HANDLING THE GROUP

Before a group can work together its members need to address and resolve a few issues:– Inclusion needs– Control needs– Affection needs

INCLUSION NEEDS

“Why am I here?” “Do I belong here?” “Will I be accepted here?” “Is being here consistent with my

identity?”

CONTROL NEEDS

“Who is in charge?” “How much control do I have or want?” “How much control will others be trying

to exert over me?” “How much responsibility do I want to

take for the outcomes? How much do I want others to take?”

AFFECTION NEEDS

“How open can I be?” “How close do I want to get to the others?” “Do they feel too distant from me or too

close?” “Will I get honest feedback and personal

recognition here?” “Will my self-esteem and feelings of self-

worth be enhanced?

ENCOURAGING CHANGE

Identify what kind of change they will commit to most readily

Identify how training supports self-actualisation

Recognise change may be hampered by hygiene factors

SYSTEMS THINKING

See each trainee as a system that works

Recognise that work systems might inhibit change

Help by training whole groups in whole tasks

PRACTICAL TASK

By now you should have agreed with your fellow group members on the learning intervention you will carry out as part of your TAPE in this module. Taking all elements covered in the session today, what information would you now wish to find out about your trainees in advance? How would you attempt to build rapport and handle your trainees with sensitivity?