Week 5 select one option to complete the assignment. You can ch ✓ Solved

Select one of the following assignments:

  • Option 1: Transfer of Learning Presentation

Select specific detailed examples of learning theories (behaviorism, social cognitive, information processing, and constructivism) in the video "The Learning Machine" that demonstrate ways to apply transfer of learning concepts in a specific workplace of your choosing. Prepare a 10-12 slide Microsoft® PowerPoint® presentation with speaker notes for your classmates on your ideas.

Address the following in your presentation:

  • Relate the example to one or more of the explanations of transfer of learning included in one of the learning theories.

  • Provide a description of how this example can be generalized to the workplace.

Option 2: Transfer of Learning Paper

Select specific detailed examples of learning theories (behaviorism, social cognitive, information processing, and constructivism) in the video that demonstrate methods to apply transfer of learning concepts in a specific workplace of your choosing. Prepare a 3- to 5-page essay on your ideas. Share this essay with your classmates by posting on the student website or providing paper copies.

Address the following in your essay:

  • Relate the example to one or more of the explanations of transfer of learning included in one of the learning theories.

  • Provide a description of how this example can be generalized to the workplace.

Format your paper consistent with APA guidelines.

Paper For Above Instructions

The transfer of learning is a fundamental concept in educational psychology, specifically in understanding how knowledge and skills acquired in one context can be applied to another. Effective transfer of learning can significantly enhance training programs within various workplaces. This essay explores examples from the learning theories presented in the video "The Learning Machine," and discusses their application in a specific workplace setting—namely, an educational institution.

Behaviorism and Transfer of Learning

Behaviorism emphasizes learning as a response to external stimuli, focusing on observable behavior changes. In the context of transfer of learning, this theory posits that training in a structured environment can lead to expected behaviors in the workplace. For example, a teacher leveraging behaviorism might implement a reward system for students who demonstrate skills in problem-solving. When these methods are successfully employed in training sessions, teachers can expect similar behaviors in their classrooms (Skinner, 1954).

The example of a rewards system can be generalized to various workplace scenarios beyond education. For instance, a company could apply a similar approach for new employee onboarding by using positive reinforcement for completing training modules, which can enhance retention and motivation (Alberto & Troutman, 2013).

Social Cognitive Theory and Learning Transfer

Social Cognitive Theory, developed by Albert Bandura, focuses on the importance of observational learning, imitation, and modeling. In a workplace such as a retail store, employees can observe senior staff members engaging with customers and learn to replicate effective techniques (Bandura, 1977). The transfer of these learned behaviors can lead to improved customer service outcomes.

For example, when new employees observe and analyze specific customer interaction strategies used by successful colleagues, they are likely to incorporate these techniques into their own interactions. This modeling can promote a consistent customer service approach across the organization.

Information Processing and Application in the Workplace

Information processing theory suggests that individuals process information similarly to computers, through encoding, storing, and retrieving data. In the setting of an office, training sessions designed to help employees organize work tasks or manage time more effectively can reflect this theory (Atkinson & Shiffrin, 1968).

If employees are taught to utilize organizational tools, such as project management software, they can encode tips on efficient multitasking and scheduling into their working memory. When these practices are reinforced and revisited during staff meetings, they can be applied to improve productivity levels organization-wide.

Constructivism and Real-World Application

Constructivism posits that knowledge is constructed through experiences and interactions with the environment (Piaget, 1954). In a workplace setting like a healthcare facility, staff can be involved in simulations that allow them to tackle real-life scenarios, thereby facilitating deeper learning (Brusilovsky & Millán, 2007).

Experiences such as surgical simulations can enhance the application of knowledge in operational situations by allowing healthcare professionals to practice skills before applying them on patients. This promotes confidence and improves patient outcomes through competent performance.

Generalization of Learning Theories

The examples outlined above highlight how various learning theories can be generalized to different workplace environments. By understanding and applying principles from behaviorism, social cognitive theory, information processing, and constructivism, organizations can enhance their training protocols. As training becomes more contextually applicable and realistic, the likelihood of successful transfer of learning increases (Brusilovsky & Millán, 2007).

Conclusion

To effectively harness the power of transfer of learning, organizations should carefully design training programs that are rooted in established learning theories. By implementing reward systems (behaviorism), using modeling techniques (social cognitive), organizing information effectively (information processing), and providing experiential learning opportunities (constructivism), businesses can enhance knowledge retention and application among employees. It is essential to rigorously evaluate these methods to ensure that they meet the specific needs of the workforce, leading to overall improvements in performance.

References

  • Alberto, P. A., & Troutman, A. C. (2013). Applied behavior analysis for teachers (8th ed.). Pearson.

  • Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89-195). Academic Press.

  • Bandura, A. (1977). Social learning theory. Prentice Hall.

  • Brusilovsky, P., & Millán, E. (2007). User Modeling for Adaptive Hypermedia and Adaptive Educational Systems. In Adaptive Hypermedia and Adaptive Web-Based Systems (pp. 3-24). Springer.

  • Piaget, J. (1954). Construction of reality in the child. Basic Books.

  • Skinner, B. F. (1954). The principles of behavior. C. Scribner's Sons.

  • Brusilovsky, P., & Millán, E. (2007). User Modeling for Adaptive Hypermedia and Adaptive Educational Systems. In Adaptive Hypermedia and Adaptive Web-Based Systems (pp. 3-24). Springer.

  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3), 207-231.

  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

  • Jonassen, D. H. (1991). Objectivism vs. constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39(3), 5-14.