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5 Principles and 5 Theories for Effective Training Design

5 Theories of Learning 1. 5 Theories of Learning 1. Wardatus Shodriyah 3. Selvia Dewi Permuni Suci 5. Behaviorist Theory. Behaviorist Learning Theory (or Behaviorism) utilizes key ideas from the.

I once asked the director of a company with more than 10,000 employees what he saw as the end goal of his organization’s corporate training. His first answer related to money. More of it, through higher efficiency and better sales. But when I asked him what he thought his employees should know or be able to do after the training in order to generate more money, he had to think. He was eventually able to come up with specific things his employees would know, and behaviors they’d adopt after the training, but it took some time.

Where it all fell down is in knowledge carry-over between classroom and daily work.

It didn’t take me long to figure out why. When I looked into the organization’s corporate training programs, I saw that the learning focus was knowledge transfer, from trainer to learner. The trainers would share their knowledge; the employees would remember. In fact, the employees were really good at remembering phrases and concepts, and most scored high in tests. Where it all fell down is in knowledge carry-over between classroom and daily work. The training didn’t lead to new behaviors and the knowledge gain demonstrated in the written tests didn’t follow the learners back to their desks.

The company’s corporate training team recognized the gap and asked me how to design training that would engage learners, lead to a higher knowledge transfer value, and result in employees using their new knowledge in their day-to-day job behavior.

5 Principles

To ensure a high learning outcome when I design training programs that lead to actual change, I’m guided by five principles that help ensure I’m taking the learners’ experience into consideration.

The five principles I use are as follows (Merrill, 2013):

1. Problem-centered. Learning is promoted when learners acquire skill in the context of real-world problems.

2. Activation. Learning is promoted when learners activate existing knowledge and skills as a foundation for new skill.

3. Demonstration. Learning is promoted when learners observe a demonstration of the skill they are working to acquire.

4. Application. Learning is promoted when learners apply their newly acquired skill to solve problems.

5. Integration. Learning is promoted when learners reflect on and discuss their newly acquired skill.

These five principles integrate some of the most important learning theory and research from the time of Aristotle until now. They reflect the development in learning theory over time, adding new perspectives to previous theories rather than substituting the new theories and throwing out the old.

5 Learning Theories

In addition to the five principles, I also leverage the following five theories into my learning design:

1. Cognitivism

2. Constructivism

3. Social constructivism

4. Experiential learning, and

5. Transformative learning.

The Role of Instructor Passion

Educational Psychology Theories Of Learning

Passion for the topic being taught is a wonderful thing. However, it doesn’t actually play a role in effective learning outcomes. In fact, I’ve seen examples of trainers and instructors who are so passionate about the material that they forget all about learning design. Without proper knowledge of and consideration for how the human brain works, and how to design an effective learning experience, passion alone with not lead to high learning outcomes.

Integrating the 5 X 5

To illustrate how I integrate the five principles and theories when I design a training program, I’ll provide an example from an online training program I developed for a company selling physical products. The learning objective was to enhance the employees’ knowledge of the product so that they could use the knowledge to sell.

Getting their Attention

The first step in the training session design is to create an introduction that aims to grab the learner’s attention and let them know why their participation is important. This is where, in my physical product example, I make the learners aware of a problem: that consumers want to face a knowledgeable sales person. I introduce facts and numbers, share interview with consumers talking about the importance of speaking to a knowledgeable salesperson. I also let the learners know (Gagne, 1985):

• What they are going to do in the training
• Why they should participate the training
• What they will be able to do after participating the training (learning goals)
• How they will know they have achieved the learning goals
• How they can apply the knowledge and tools from the course in real life, and
• How they are going to be assessed and how real life experience will be a part of the assessment.

Creating the Content

The second step in the training session design is to create the actual content. The content is divided into five parts, and I’ll show you how I applied each part to this particular training example:

1. Information about the product: in this case a video that explains the product.
2. Observation: a sales expert showing how to sell the product to a consumer, using the knowledge from the video above.
3. Recap: the sales expert discussing a recap of numbers 1 and 2 above, highlighting the most important actions the learners can apply.
4. Exercises: real-life practice selling the product to a consumer. And,
5. Assessment: multiple-choice assessments, including peer instruction (Mondrup, 2016), that facilitates reflection and discussion. The questions are developed so that they require the learner to have watched all the videos and completed the real life practice.

5 Educational Learning Theories

Contemporary research in assessment indicates that continuous assessment leads to significantly better learning results

You’ll notice that I do not advocate integration of a large, final assessment in my training design. I believe in the value of continuous assessment instead. Contemporary research in assessment indicates that continuous assessment leads to significantly better learning results (Tuunila & Pulkkinen, 2015).

“When students learn through student-centric online technology, testing doesn’t have to be postponed until the end of an instructional module and then administered in a batch mode… Misunderstandings do not have to persist for weeks.” - Clayton Christensen (Christensen, 2016), Harvard Business School.

Educational Theories And Philosophies

Resources:

Christensen, C. (2016). Localized at: https://www.knewton.com/resources/blog/adaptive-learning/final-exams-benefits-continuous-assessment/

Gagne, R. (1985). The Conditions of Learning, Fourth Edition. New York: Holt, Rinehart & Winston.

Merrill, M. D. (2013). First principles of instruction: Identifying and designing effective, efficient and engaging instruction. Hoboken, NJ: Pfeiffer/John Wiley & Sons

5 Major Educational Theories

Mondrup, H. J. (2016). The Evolution of Multiple Choice E-learning. Localized at:https://www.linkedin.com/pulse/evolution-multiple-choice-e-learning-henrik-j-mondrup?trk=prof-post

Tuunila, R., & Pulkkinen, M. (2015). Effect of continuous assessment on learning outcomes on two chemical engineering courses: case study. European Journal of Engineering Education, 40(6), 671-682

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