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Developing Workplace Training and Learning: An Extended Cognitive-Load Framework
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DOI：10.1002/hrdq.21567.png)
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Abstract
En 中文
The learning process framework delineated in this study elucidates the direct impact of personal ability and cognitive load on learning and developmental outcomes. In the framework, the presentation quality of learning tasks influences the outcomes through extraneous cognitive load, whereas the depth of learning tasks influences the outcomes through intrinsic cognitive load. Personal ability and the use of instructional strategies serve as moderators, influencing the effect of presentation quality on extraneous cognitive load and the effect of depth on intrinsic cognitive load. This study presents 13 propositions aimed at inspiring researchers and practitioners to investigate methods for regulating various types of working memory, ultimately improving long-term learning and developmental outcomes. It puts forth a typology of training interventions crafted to enhance human resource development (HRD) in rapidly changing environments. Finally, it identifies promising research opportunities for the future advancement of HRD and develops a well-informed research agenda.
Keywords:
cognitive load theory
creative learning outcomes
depth of learning tasks
human resource development
instructional strategies
presentation quality
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