CHAPTER 3:
ORGANIZATIONAL LEARNING,
MOTIVATION AND PERFORMANCE
Objectives:
• At the end of this chapter, the learner will be able to:
• Understand the nature of learning and organizational learning:
• Recognize the preconditions for learning for both trainers and
trainees;
• Determine the issues that must be addressed to best arrange
the training environment;
• Distinguish the factors that influence motivation to learn;
• Correlate the social learning theory to training;
• Value the important implications for training of the Adult
learning theory.
INTRODUCTION
A learning organization refers to the strategic move
and orientation which makes organizations more
competitive and effective. An organization's capacity
to learn and change is a means to survive and
develop. An organization's talent to learn and its
knowledge is a basis of competitive advantage, thus
it is important for them to transform into a learning
organization.
PREPARED BY: AUXILIO, KATRINA MAE
UNDERSTANDING LEARNING AND
ORGANIZATIONAL LEARNING
Learning signifies the process of obtaining
knowledge and skills that would result to
change of behavior. When a person
experiences a new manner of acting, thinking,
or feeling and finds the new pattern useful, it
is integrated into the collection of behaviors.
When a behavior is learned, it now becomes a
skill.
PREPARED BY: AUXILIO, KATRINA MAE
CLASSIFICATION OF THE
OUTCOMES OF LEARNING
a. Verbal Information - facts, knowledge that is also
known as declarative knowledge.
b. Intellectual Skills - concepts, rules that govern
people's daily lives, also known as procedural
knowledge (eg. grocery shopping, driving a car)
c. Cognitive Skills - application of information and
techniques.
d. Motor Skills - carrying out of physical movements
(eg. learning how to swim)
e. Attitudes - internal states linking to one's own
feelings which can be learned and changed.
PREPARED BY: AUXILIO, KATRINA MAE
Organizational Learning
- is the process of creating, sharing, diffusing and
applying knowledge. It focuses on the systems that is
used to create and distribute new knowledge on an
organization-wide basis.
Training and development is strongly linked to the
perspective of learning. In designing a training program
in which learning is utilized, it is important to assess the
basic principles of how individuals learn. It should also be
designed to meet the needs of adult learners who are
capable of self-direction and experiential learning
techniques to be employed as direct application to their
work situation.
PREPARED BY: AUXILIO, KATRINA MAE
ELEMENTS OF THE LEARNING
CYCLE
a. Identification of Learning Needs - organizations
and individuals investigate current and future
learning requirements.
b. Learning Design - the development of the
intervention to address identified learning need.
PREPARED BY: AUXILIO, KATRINA MAE
PRECONDITIONS OF LEARNING
Prior to placement on any training programs,
learners must be ready to learn and trainees must be
trainable that is they have the:
a. ability to learn by acquiring the knowledge and
skills prerequisite to mastering material.
b. motivated to learn by inspecting how involved
trainees are in their own jobs and career
planning.
PREPARED BY: DANIEL, GLENDA
Trainers, on the other hand, must endeavor to get
the support of trainees and supervisors, and for
them to gain the [Link] should emphasize the
important intrinsic and extrensic benefits of
participating the program.
PREPARED BY: DANIEL, GLENDA
THE CONDITIONS OF THE
LEARNING ENVIRONMENT
Trainers are responsible to create a training atmosphere conducive
to maximize learning in which they need to best arrange the
training environment through addressing the following issues:
a. WHOLE VS. PART LEARNING
b. MASSED VS. SPACED PRACTICE
c. OVERLEARNING
d. GOAL SETTING
e. KNOWLEDGE RESULTS
f. ATTENTION
g. RETENTION
PREPARED BY: DANIEL, GLENDA
ENSURING EMPLOYEES MOTIVATION
FOR LEARNING
Motivation to learn is the aspiration to learn the
content of the training program. The desires consist
of having the vigor to learn, directing that vigor
toward learning and exerting effort to learn even
when challenged with difficulties.
Several factors influence motivation to learn which
places pressure on the mastery of all types training
content like knowledge, behavior and skills (see
Table 2).
PREPARED BY: IYOG, JOEY IRISH
Managers need to make certain that employees'
motivation to learn is always at peak. They can do
this by:
a. making sure employees' self-efficacy
b. considering the benefits of training
c. being aware of training needs, career interests
and goals
d. comprehending working environment
characteristics
e. ensuring employees' basic skill levels
PREPARED BY: IYOG, JOEY IRISH
TABLE 2: Factors that Influence Motivation to Learn
Actions to enhance or
Factors Description
improve
◼ Employee belief that ◼ Show employees training
Self-efficacy success of their peers
they can successfully
learn content of the
training program ◼ Communicate the purpose of
training is to improve not
identify area of incompetence
◼ Communicate purpose and
activities involved in the
training
◼ Emphasize that learning is
under their personal control
Benefits or ◼ Job-related, personal, ◼ Realistic communication
about short and long term
consequences of career benefits that benefits from training
training can result from
attending training
PREPARED BY: IYOG, JOEY IRISH
Actions to enhance or
Factors Description
improve
◼ Knowledge of skill ◼ Communicate why they
Awareness of were asked to attend
strengths and
training needs weaknesses
training program
◼ Share performance
appraisal information
◼ Encourage trainees to
complete self-evaluation
of all strengths and
weaknesses
◼ Allow employees to
participate in choice of
training to attend
PREPARED BY: IYOG, JOEY IRISH
◼ Proper tools and ◼ Give employees
Work equipment, materials, opportunities to practice and
apply skills to their work
environment supplies, budget, time
◼ Encourage employees to
◼ Managers and peers provide feedback to each
willingness to provide other
feedback and reinforce ◼ Encourage trainees to share
use of training content training experiences and
situations where use of
training content was
beneficial
◼ Acknowledge use of training
content in their work
◼ Provide resources necessary
for training content to be
used in their work
◼ Cognitive ability, ◼ Ensure trainees have
Basic skills reading and writing prerequisite skills needed for
understanding training
skills content and learning
◼ Provide remedial training
◼ Use video or other visual
training methods
◼ Modify training program to
meet trainers' basic skill
levels
PREPARED BY: IYOG, JOEY IRISH
Actions to enhance or
Factors Description
improve
◼ Goals held by the ◼ Create a learning goal
Goal orientation employees in a orientation by deemphasizing
competition between
learning environment trainees, allowing trainees to
make errors and to
experiment with new
knowledge, skills, behavior
during training and setting
goals-based learning and
experiments
Conscientious- ◼ Tendency to be ◼ Communicate need for
reliable, hardworking, learning
ness self-disciplined, and
persistent
PREPARED BY: IYOG, JOEY IRISH
SOCIAL LEARNING THEORY AND
TRAINING
Albert Bandura and his associates developed the
social learning theory, which suggests that learning
can happen without any obvious behavior by the
learner. This is because events and consequences in
the learning situation are cognitively sorted out
before they are learned or influence behavior.
Cognitive processes include motivation, attention,
retention, and behavioral reproduction.
PREPARED BY: ORMIDO, DAISY MAE
MOTIVATION
Social learning theory proposes that behavioral
consequences can be obtained through anticipatory
learning, which is when a person learns what
consequences are connected with a behavior without
actually engaging in the behavior and receiving the
consequences.
It combines cognitive and behaviorist concepts into a
comprehensive set of integrated processes that are
applicable to all types of learning, providing another
set of tools for designing and implementing training.
PREPARED BY: ORMIDO, DAISY MAE
ATTENTION
The learning process begins with the learner’s attention becoming “all ears” on
particular objects and events in the environment (stimuli). People pay attention to
those that stand out for some reason (loud, bright, unusual, etc.), or those that
lead to need satisfaction. This is reflected in the fact that individuals are more
likely to model the behavior of someone who is spotlighted in some way, or who
seems to receive a lot of reinforcement than someone who receives little. The
concept of attention is important in training.
Learning is enhanced by making input learning points stand out so that the
trainees will focus attention on them. Eliminating extraneous objects, such as cell
phones and beepers, keeps trainees from becoming preoccupied during training.
Making learning exercises fun and interesting keeps attention focused on the
learning topic. However, exercises that is fun but do not relate to the learning
objectives draw attention away from what trainees are expected to learn, making
the training less effective.
PREPARED BY: ORMIDO, DAISY MAE
RETENTION
The preliminary phase of retention is the conversion
of the information into symbols significant to the
individual, known as symbolic coding.
Symbolic coding takes the structure of external
objects and events to internal images and verbal
symbols, which are then prearranged into the
existing cognitive structure in the course of
associations with formerly stored information.
PREPARED BY: ORMIDO, DAISY MAE
Cognitive organization can be assisted in training by
asking trainees to offer examples of how fresh
information transmits to what they previously know.
This exercise provides two intentions:
1. It allows the trainee to code and store the
information more effortlessly; and
2. It allows the trainer to see whether the desired
associations are being made.
PREPARED BY: ORMIDO, DAISY MAE
To help the retention process, the learner must “practice”
the learned material through symbolic rehearsal, which
entails imagining how the knowledge or skill will be
employed. This exercise is typically quite simple to do because
the skill aids to describe the situations (e.g., in learning the
multiplication tables, people memorized these through
continuous repetition over many months).
Symbolic rehearsal is a mental procedure that involves
linking information with its applications to increase storage
and retrieval practice. Watching others make use of
knowledge or skill provides further opportunities for symbolic
rehearsal, as it puts someone in their shoes.
PREPARED BY: ORMIDO, DAISY MAE
BEHAVIORAL REPRODUCTION
Behavioral Reproduction is a repeated practice. The more a person
performs using latest information, the more it is trained and
preserved.
It is also a function of both learner’s cognitive processes and the
external environment. This twofold reality reveals that a person’s
cognitive processes brings about the behavior that the person must
regain the appropriate behavior from storage and instruct the body
to execute the fitting actions.
However, if consequences are to shape behaviour, the individuals
must be conscious of these consequences. Any person must be
sensitive of and properly deduce behavioural consequences in
order to obtain the desired effect.
PREPARED BY: TAPIC, EMMALYN
Adult Learning Theory
Throughout their lives, people experience different
learning environment. Toddler learning consist of what,
when, and how to learn that is expected to be utilized in
the future. But unlike the children, adults have obtained
enormous knowledge and work-related experiences that
they take with them in the training program. Adults want
to know the rationale of learning something, the practical
use of what they are learning and its bearing to their
problems and concerns.
These dissimilarities between a child and an adult in
terms of learning paved the way to the development of
andragogy.
PREPARED BY: TAPIC, EMMALYN
Andragogy is an adult-oriented approach to learning
that considers the differences between adult and
child learners. It engages in making the learning
experiences of adults who are self-directed and
problem-centered and considers the learner’s
existing knowledge and experiences. This term is
coined by Malcolm Knowles.
On the contrary, pedagogy is the traditional
approach of learning used to educate children and
youth.
PREPARED BY: TAPIC, EMMALYN
Below are the implications of Adult
Learning Theory for training:
• Adults need to know the rationale for training.
• Adults must have some contributions into the planning and instruction of
training programs.
• Adults should participate in the needs analysis and have contributions like
training content and methods.
• The designers of the training programs must reflect on the needs and interest of
the trainees.
• The training content must be meaningful and useful to trainer’s work-related
needs and problems.
• Trainers must be conscious of trainees’ experiences and utilize them as
examples.
• Adults can learn independently and may desire to do so.
• Adults are motivated by both intrinsic and extrusive rewards.
• Adults must be given safe practice opportunities.
PREPARED BY: TAPIC, EMMALYN
Important Terminologies
• Andragogy - engages in making the learning experiences of adults who are self-directed
and problem-centered and considers the learner’s existing knowledge and experiences.
• Anticipatory learning - transpires when a person learns what consequences are
connected with a behavior (or set of behaviors) without actually engaging in the behavior
and receiving the consequences.
• Motivation - the combination of an individual’s aspiration and vigor aimed at
accomplishing a goal.
• Motivation to learn - the aspiration to learn the content of the training program.
• Organizational learning - process of creating, sharing, diffusing, and applying knowledge.
• Pedagogy - the traditional approach of learning used to educate children and youth.
• Social learning theory - emphasizes the importance of observing and modelling the
behaviors, attitudes, and emotional reactions of others.
• Symbolic coding - typically takes the structure of falling the external objects and events to
internal images and verbal symbols.
PREPARED BY: TAPIC, EMMALYN
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