Incorporating Bandura’s Social Learning Theory

By: Richard Lu, Chetan Patel, Sundip Basuita & Anna Egan

Components

Introduction

Case Study

Challenges

Solutions

Conclusion

References

2

Introduction

Adult learners vary greatly and require an experienced trainer to ensure learning

objectives are met

An experienced trainer is able to apply adult education theories where necessary to

better reach the varying learning needs in a class

The case study below will outline a scenario, challenges and solutions to the learnings

needs focused upon the application of Bandura’s Social Learning theory

4

Raymond’s Story

Case Study: Raymond’s Story …

Raymond has been recently hired by an insurance company as a call centre

agent. He has recently emigrated from Hong Kong to Canada in 2010 with his wife, and

his new born son. His wife works as an event coordinator with demanding hours.

Raymond’s mother has declining health and is responsible for taking care of his children.

Raymond is friendly; however, he has a conservative demeanor due to his native

language. His primary language is Cantonese and he has been learning English in school

since middle school. Due to low practice, his vocabulary and pace of speech is limited.

6

Case Study: Raymond’s Story Continued…

Raymond’s new hire training has been stressful. He is being exposed to a lot of new

terminology and is expected to be very articulate while speaking to customers. His language

barrier is an issue; however he has been using a self-created vocabulary dictionary. Paired with

taking his mother to health care physicians, he has been struggling to find time to internalize

his learning.

7

Case Study: Raymond’s Story Continued…

In his final week of training, his trainer has setup a three day sit-in activity with tenured

agents. The sit-in activity is designed to have Raymond listening in on live calls. His

trainer has given minimal instruction surrounding the activity. Raymond has been paired

with a tenured rep named Jason. Jason is a lively agent who has a strong outgoing

personality. Jason is also a native English speaker and often uses slang and idioms on his

calls.

8

Case Study: Raymond’s Story Continued…

.

As a result of Raymond’s language barrier, his sit-in experience has been negative.

He has been unable to follow the call flow due to the pace of language and does not know

how to debrief the calls with Jason.

9

Case Study: Raymond’s Story Continued…

.

On the second day Raymond has been paired with a tenured agent named Hilton. Raymond

is surprised to see Hilton as they used to work together in another company. They have

unresolved disputes from their prior employment and it is affecting the sit-in. Raymond did

not notify the trainer and completed the sit-in with little interaction with Hilton.

10

Case Study: Raymond’s Story Continued

.

The final sit-in day is tomorrow is Raymond has progressed very slowly in comparison

with the other trainees. He is beginning to have doubts about his learning and ability to

perform in the job role.

11

Challenge 1: Cognitive Abilities Challenge…

A learner’s ability to process information will affect how they learn. When a trainer

receives a class they have no power over the experiences, the education and background

the learner brings to the classroom. Someone from a different country may use different

techniques and processes for training that the current trainer may not be aware.

“Cognitive processes contribute to learned behaviours that are central to one’s

personality” (Boundless, 2014).

13

Challenge 1: Cognitive Abilities Challenge Continued

Personalities are also formed through beliefs of cultural backgrounds. Therefore,

“learning is affected by the student’s own thoughts and self-beliefs and their

interpretation of the class room context” (Denler, Wolters & Benzon 2014). If the

trainer is not aware of these interpretations it can be a challenge to learning. The learner

can pretend they have learned what is being trained without having true understanding.

14

Challenge 2: Limited Behavioural Models

The risk of using models to observe learnings is the fact that the learner may be paired with a

model that does not exhibit the appropriate behaviours. The learner runs the risk of learning

actions or processes that are incorrect and taint the learning experience. Also, for a learner to

want to adapt the observed behaviours the learner must have a positive impression of the

model. “By observing an admired role model, an individual may choose to adopt and

emphasize particular traits and behaviours” (Boundless, 2014). If paired with someone they

have a negative relationship with, the learner may opt to learn nothing from the model.

15

Challenge 3: Accountability and Consequential Thinking…

The social learning theory does not consider accountability and consequential thinking. There

is heavy focus on how surroundings impacts learning. This theory is lacking emphasis when it

comes to the learners own actions and behaviour. When focus is placed more on the

environment and its community and surroundings, it disregards how the learner handles new

and complex information.” It neglects the child's accountability and may go too far in stating

that society directs how the individual behaves and acts” (Loop, 2012).

16

Challenge 3: Accountability and Consequential

Thinking Continued

If the trainer sets a clear expectations of what the consequences will be for every action, this

will enable the learner to be accountable for their own learning. “The theory assumes that

changes in the environment will automatically lead to changes in the person, when this may

not always be true.” (Boston University, 2013).

17

Challenge 4: Ignoring Standard Milestones

“Social learning theory doesn't hinge upon a distinct progression of learning and growth

that is chronological or age dependent.” (Loop, 2012) A learner’s maturity can also play

a role on how they absorb information in a learning environment. Tenured learners who

have experience from a past employer may have a more difficult time adjusting to

change than learners who are learning the process for the first time. A tenured learner

that has been doing the same action for 20 years will be harder to bend than those who

has no experience prior.

18

Solution 1: Cognitive Abilities Challenge…

In the beginning of a training session the trainer should set classroom expectations with

their students. The trainer should also collect feedback from the learners about what

their expectation is of the trainer’s role in their learning. The trainer can ask what

techniques have worked in the past that has helped the learner in past training sessions.

With this information the trainer can get a better understanding of how the learner’s

process information, and what techniques allow them to learn effectively. The trainer

can then ensure that some of the suggested techniques are used when executing the

training sessions.

20

Solution 1: Cognitive Abilities Challenge Continued

The trainer can also have a feedback box, where learners can anonymously submit their

questions or concerns without being hesitant or fearful that their peers, or the trainer will

think less of them. This way the learners can give additional insight to the trainer about

areas that need additional focus and or directions on how the learners prefer to learn.

21

Solution 2: Limited Behavioural Model…

It may not be possible to pair a learner with a model that exhibits the best behaviours. This

may be due to staffing issues, which may taint our learner’s observational learning. To

combat this, after a sit in session, the learners should present the details of the types of calls

they heard to the rest of the group. During this presentation they should share behaviours

they saw their model perform.

22

Solution 2: Limited Behavioural Model Continued…

This way if the learner communicates a negative behaviour the trainer has a chance to

relay that this behaviour is not correct. If a positive behaviour is communicated, the

trainer may then reinforce the behaviour. This way all learners in the session are aware

of the right and wrong behaviours, with a minimal chance of the wrong behaviours

being adopted.

23

Solution 2: Limited Behavioural Models Continued

After every sit in session, the learner’s should also fill out a survey about their

experience during the session. The trainer can then collect the feedback on the good

models versus the not so go ones. This will also bring to light any groups that did not

work out well, so that a learner is never again paired with someone they did not get

along with.

24

Solution 3: Accountability and Consequential Thinking

Providing the learners an example of the consequences for not following

process/guidelines will set an expectation and assist a learner’s moral standpoint. This

can be done through re-enactment of role play scenarios that provides situational

exercises how it was dealt with, and consequences that follow when the incorrect

procedure was performed.

25

Solution 4: Ignoring Standard Milestones

During class, the trainer can assign group work that will allow both the young and

tenured learners to collaborate. An example could be creating a set of instruction on a

Teach Back exercise which will show case if whether or not the learner understood the

learning. This will allow the learner to self-discover and assist the trainer with the

knowledge gap that needs to be revisited.

26

In Conclusion

Adult learning theories are excellent tools trainers can apply to their classes.

In recognizing what tools are available, trainers can adapt their instructional methods to

suit the needs of the class.

It is incredibly important that trainers are cognisant of the challenges within each model

to ensure a successful trainer period.

28

Bibliography

Boston University (2013). The Social Cognitive Theory. Retrieved May 17, 2015 from

• http://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/SB721-Models/SB721-Models5.html

Boundless (2014). Criticisms of the Social-Cognitive Pespective on Personality. Retrieved May 17, 2015 from

• https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/personality-16/social-cognitive-perspectives-on-personality-81/criticisms-of-the-social-cognitive-pespective-on-personality-316-12851/

Denler, Wolters & Benzon (2014). Social Cognitive Theory. Retrieved May 17, 2015 from

• http://www.education.com/reference/article/social-cognitive-theory/

Loop (2012). Social Learning Theory Strengths & Weaknesses. Retieved May 17, 2015 from

• http://www.ehow.com/list_6592126_social-learning-theory-strengths-weaknesses.html

29

30