LEARNING

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MANAGING

• LEARNING DEVELOPMENT

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Terminologies

• Education the system which aims to develop
  peoples intellectual capability, conceptual and
  social understanding and work performance through
  the learning process
• Training is a narrower concept and involves
  planned instructional activities, or other
  developmental activities and processes
• Harrison, 2000

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Terminologies

• Learning focuses explicitly on changes which
  takes place within the individual and to the
  process by which the learner acquires knowledge,
  develops a skill or undergoes a transition in
  attitude.
• Development learning experiences of any kind,
  whereby individuals and groups acquire advanced
  knowledge, skills, values or behaviours. Its
  outcomes unfold through time rather than
  immediately and they tend to be long lasting.

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Managing the learning and training process

• The planning and management of peoples learning
  process including ways to help them manage
  their own with the aim of making the learning
  process more effective, increasingly efficient,
  properly directed and therefore useful.

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Formal learning

• Typically have a purpose that is measured by a
  series of outcomes.
• By the end of the module
• Learner is able to perform a set of skills
• Display understanding of particular issues
• Demonstrate competencies in specified areas

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Skills

• Skill and understanding are those aspects of
  behaviour which are practiced in a work
  situation.
• Motor skill
• Manual dexterity
• Social skill
• Interpersonal skill
• Technical skill
• Analytical skill

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Building blocks of learning
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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Tacit skills

• The ability to perform tasks without being able
  to explain how know how
• Because this know how is typically acquired
  through experience rather than through formal
  instruction, tacit skill can explain much of the
  high performance and excellent results achieved
  by business and because they are unique to the
  people of the particular organisation .. They
  give competitive advantage

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Competencies

• The set of behaviour patterns that the incumbent
  needs to bring to a position in order to perform
  its tasks and functions with competence
• Competency is concerned with the individual and
  his or her behaviour
• Competence is related to the dimensions of the
  job or task in question

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Generic management competencies

• Breadth of awareness and strategic perspective
• Oral and written communication
• Leadership, decisiveness and assertiveness
• Teamworking and the ability to work with others
• Analysis and judgement
• Drive and persistence
• Organisation and planning
• Sensitivity to others view points
• Self-confidence and persuasiveness
• Flexibility and adaptability

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The process of learning

• Gagne sees learning as a hierarchy moving from
  lower to higher order skills. It does not mean
  that learning can take place only in this order.
• Signal learning
• Verbal association discrimination learning
• Concepts learning
• Rule learning
• Problem solving

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Categories of learning

• Association
• Cognition
• Cybernetics
• Social learning

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Experiential learning, cycles and styles
Concrete experiences
Testing implications of concepts in new
situations
Observation and reflection
Formation of abstract concepts and
generalisations
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The four learning modes

• David Kolb, suggests we look at adult learning as
  an experiential process.
• A learner, to be fully effective, must develop
  four interrelated abilities. The learner must
• Become fully involved in an experience.
• Observe and reflect experience from many
  perspectives.
• Create concepts to integrate observations into
  logically sound theories.
• Use theories to make decisions and solve
  problems.

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LEARNING FROM FEELING(CONCRETE EXPERIENCE)

• Learning from specific experience
• Relating to people
• Sensitivity to feelings and people
• CE indicates receptive approaches to learning
  that relies on feeling-based judgments.
• A high CE Learner tends to be empathetic and are
  "people oriented".
• They generally find theoretical approaches
  unhelpful and prefer to treat each situation a
  unique case.
• Individuals who emphasize concrete experiences
  tend to be oriented more towards peers and less
  towards authority in their approach to learning.
• In a learning situation, they are open-minded,
  intuitive, and adaptable.

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LEARNING BY REFLECTION (REFLECTIVE OBSERVATION)

• Careful observation before making a judgment.
• Viewing things from different perspectives.
• Looking for the meaning of things.
• RO represents a tentative, impartial, and
  reflective approach to learning.
• A High RO Learners rely heavily on careful
  observation in making judgements and prefer
  learning situations that allow them to take role
  of impartial objective observers.
• In learning situations, these individuals rely on
  patience, objectivity, and careful judgment, but
  would not necessarily take any action.
• They rely on their own thoughts and feelings to
  form opinions.

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LEARNING BY THINKING(ABSTRACT CONCEPTUALN)

• Logical analysis of ideas.
• Systematic planning.
• Acting on an intellectual understanding of the
  situation.
• AC indicates an analytical, conceptual approach
  to learning that relies heavily on logical
  thinking and rational evaluations.
• A high AC Learners tend to be more oriented
  towards things and symbols and less towards other
  people.
• They learn bets in authority-directed,
  impersonal situations that emphasize theory and
  systematic analysis.
• They are frustrated by and benefit little from
  unconstructed "discovery" learning approaches.

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LEARNING BY DOING (ACTIVE EXPERIMENTATION)

• Ability to get things done.
• Risk taking.
• Influencing people and events through action.
• AE indicates an active "doing" orientation to
  learning that relies on experimentation.
• A high AE Learners learn best when they engage in
  projects or small group discussion.
• They dislike passive learning situations such as
  lectures.
• AE individuals value getting things done and
  seeing the results of their influence and
  ingenuity.

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Learning styles inventory

• The learning styles questionnaire categorises
  people into four categories
• Activist who learn by active involvement in
  concrete tasks, and from relatively short tasks
  such as business games and competitive team
  exercises
• Reflectors who learn best by reviewing and
  reflecting upon what has happened in certain
  situations, where they are able to stand back,
  listen and observe
• Theorists, who learn best when new information
  can be located within the context of concepts and
  theories, and who are able to absorb new ideas
  when they are distanced from real life situations
• Pragmatists, who learn best when they see a link
  between new information and real life problems
  and issues and from being exposed to techniques
  which can be applied immediately

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Integral learning

• Engestrom developed the alternative and has six
  steps, each of which demands specific learning
  actions
• Motivation the awakening of interest
• Orientation the formation of preliminary
  hypothesis
• Internalisation new knowledge is added to enrich
  and extend
• Externalisation applying the model to solve
  concrete problems
• Critique a critical evaluation of the validity
• Control by examining the way in which learning
  has taken place