learning 2011

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What is learning?y Learning is a relatively permanent change in behaviour

that arises from experience.

y Learning is a process of acquiring, assimilating andinternalizing cognitive, motor or behavioral inputs fortheir effective and varied use when required leading toan enhanced capability for further self-monitored

learning.

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y Learning is a process ofacquiring, assimilating andinternalizing cognitive, motor or behavioral inputs fortheir effective andvaried use when required leading toan enhanced capabilityfor further self-monitored

learning.

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Learning Theoriesy Behaviouristic Theories

y Goal setting Theory

y KOLBs Experiential Learning Theory

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Behaviouristic Theoriesy Classical Conditioning by Pavlov

y OperantConditioning by Skinner

y Social Learning Theory byBandura

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Classical ConditioningStimulus

y Stuck by a pin

y Tapped below the kneecap

y is shocked by an electriccurrent

y Surprised by aloudsound

Response

y Flinches

y Flexes lower leg

yJumps/screams

yJumps/screams

Most believe that itrepresents only a verysmall part of human

learning

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y CS(food)-CR(salivation)

y ifCS is accompanied by UCS bell/light etc-CR

y It will establish UCS-CRconnectiony Dogs will learn new tricks

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Operant conditioning

(Behaviour)Response

y Works

y Talks to people

y

Enters a libraryy Enters a restaurant

y Increases productivity

y Completes a difficult

assignment

Stimulus

y Is paid

y Meets more people

yFinds a book

y Obtains food

y Receives merit pay

y Receives praise and

promotionRepeat behaviour is a function of

consequenceMost human behavior affects or operates on

the environment to receive desirable

consequences

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Some laws of behaviour1. Behaviour which is accompanied by/closely followed

by satisfaction /comfort is more likely to be repeated

2. Behaviour which is accompanied by/closely followedby dissatisfaction /discomfort is less likely to berepeated

3. Behaviour which is followed by no consequence(neither positive nor negative) will extinguish overtime

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y Positive & negative reinforcement both strengthen thebehaviour and increases the probability of repeat

behaviour but accomplish this task in completely diffways:

y + ve by presentation of desirable consequences

y -ve by threat of the use of an undesirable consequence

(this project will be withdrawn/you will be transferred toan undesirable deptt)ORtermination or withdrawal ofan undesirable consequence (will not be suspended)

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+,- reinforcement and punishment

reward Noxious or aversivestimuli

Application + reinforcementBonus salary, award,promotionBehaviour incidenceincreases

PunishmentBehaviour incidencedecreases

Withdrawal PunishmentBehaviour incidencedecreases

-Reinforcement-Threat of undesirabletransfer, demotion,,disciplinary actionBehaviour incidenceincreases

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implicationsy With the application of learning processes and

principles, employees behaviour can be analyzed and

guided to improve their performance

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Goal settingy Important to guide and direct behaviour in the

desired direction

ySpecific

y Measurable

y Attainable but challenging

y Really desired (realistic)

y Time bound and prioritised

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Functions of goal setting

1. Increase work mot and task performance

y Behavioural Pre-requisites

y Participation-goal acceptance-commitment-accomplishment

y Supervisory/org commitment

y interim performance feedback

2. Reduce role stress related to role conflict and ambiguity by havingrole clarity and even improved communication

3. Increase accuracy and validity of performance evaluation-improvingperformance evaluation only if

y MBO at all levels from top and org anizational planning is linked toindividual planning

y Sufficient freedom to decide tactical and operational plans

Need to be flexible ifbusiness is very

unpredictable

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CORRECTING POOR

PERFORMANCE:STAGESy Identify the cause or primary responsibility

y If it is persons then identify the source of personal

problemsy Develop plan of action to correct poor performance

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yLearning is a process ofacquiring, assimilating andinternalizing cognitive, motor or behavioral inputs fortheir effective andvaried use when required leading toan enhanced capabilityfor further self-monitored

learning.

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Abilities required for learningy Concrete Experiencing-experiencing & generalising

y Reflective observation-objective information-processing& generalising

y Abstract Conceptualization-rely on logic and rationalanalysis (processing logical abstract things &generalising)

y Active experimentation- trying things out in familiar

situations (applying & then generalizing)

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Experiential learning has following characterstic

features(Kolb,2000)y Continuous process whereby knowledge is created as a result of grasping

and transforming experience.

y New knowledge is constructed by learners choosing the particular type ofabilities they need CE,RO,AC& AE.

y Effective learners need all four. These four abilities are structured alongtwo independent axesy CE-----ACy AE-----RO

y R

equires resolution of conflict between dialectically opposite modes ofadaptation to the worldy Abstract-Concretey Active-Reflective

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Fig. 2 Kolbs four learning styles

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Preferences of each styley Converging style prefer to experiment with new ideas,

simulations,lab assignments and practical applicationsy Diverging style-prefer to work in groups, listen with an

open mind and receive personalized feedbacky Assimilating style- Prefer readings, lectures, exploring

models & having time to think throughy Accommodating style-Prefer to work with others to get

assignments done,to set goals,to do field work,to test out

different approaches to completing a project.

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y Influencers of learning style that we develop:

y Genetic

y Past experiences (socialization)

y Demands of the present environment

y We come to resolve conflict between beingy Abstract-Concrete (analytical or immediate)

y Active-Reflective

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Interpreting scores from Kolbs LSIy Dominant mode of learning

y AC-CE-Grasping Score + Abstract -Concrete

yAE-RO-Transforming Score + Active -Reflective

y Dominant Learning Style and its implications forindividuals-(Strengths and traps)

y Learning Stage

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Direct implicationsy Learning in all situations, one can enter learning cycle

at any stage.

y

Strengths-choose tasks, allocate tasksy Traps-overcome and develop yourself , till then be

cautious, e.g. perceptions about the person of theopposite PLS (persons with PLS as accommodating

perceiving persons with PLS as assimilating-)

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More implicationsy Work effectively in teams

y Resolve conflicts

y Better communication at work and in personal lifey Match between career chosen and preferred LS

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Some examplesy Individuals are likely to see their own learning styles as

best or proper ways of doing things.

y Accommodators may see assimilators as living inisolated ivory towers and assimilators may see

accommodators as irresponsible pragmatists

y Divergers may see convergers as closeminded andnarrow, convergers may perceive divergers as indecisive.

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Theory for growth and development (Kolb,

Boyatzis & Mainermelis,2001)

y Individuals progress thru three developmental stages ofacquisition, specialization and integration

y The first order refers to one of the basic styles of learning,

y The Second order refers to combination of abilities oftwo basic learning styles

y Third order is exhibited by people who have integrated

the four basic styles and use abilities associated with allfour learning modes

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AC-SymbolicComplexity

learning 2011

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