Concept and Definition of Learning

1. Significance in Organisations:

1. Learning is crucial for all activities within an organisation.

2. It is involved in acquiring responses to situations, whether familiar or
unfamiliar.

2. Definition:

Learning may be defined as the process of acquiring, assimilating, and

internalising cognitive, motor, or behavioural inputs for their effective and varied
use when required, leading to an enhanced capability for further self-monitored
learning.

Learning is the process of acquiring new knowledge, skills, attitudes, or

preferences that results in a relatively permanent change in behavior. Learning is a
relatively permanent change in behavior resulting from experience. It is abstract
and theoretical, observed through changes in behavior.

So, understanding learning can be:

Learning is the process of gaining knowledge, skills, or attitudes and values,

understanding them deeply, and making them a part of how we think and act. It
involves:

1. Acquiring new information or experiences.

2. Assimilating (organizing and making sense of) that information.
3. Internalizing (making it a natural part of ourselves) so that we can use it
effectively when needed.

This process helps us improve our ability to learn more on our own in the future
and adapt to different situations. In short, learning makes us more capable and
independent thinkers.

3. Organisational Context:

1. Determines whether employee behavior is desirable or undesirable.

2. Learning involves developing skills, knowledge, attitudes, and behaviors
through education, training, socialization, and experience.

4. Learning Processes:

1. Includes conditioning, guidance, and compliance based on situational needs.

2. Rates and stages of learning vary among individuals.

5. Motivational Drivers for Learning:

Individual needs, rewards, and aspirations (e.g., self-esteem, respect, and

marketability).
Components of Learning

1. Involves Change: The change can be positive or negative from the organisation’s
perspective.
2. Relatively Permanent Change: Temporary changes do not constitute learning.
3. Reflected in Behavior: Changes in thought or attitude without behavioral change are
not considered learning.
4. Based on Experience, Practice, or Training: Learning arises from active
engagement and exposure.
5. Reinforcement is Necessary: Without reinforcement, learned behavior fades over
time.
6. Lifelong Process: Learning continues throughout life.

Types of Knowledge

1. Explicit Knowledge (Clearly articulated, documented, and easily shared):

1. Organised, easily communicated, and shared through writing or direct

communication.
2. Represents only a small portion of total knowledge.
3. Example: Instruction Manuals A step-by-step guide for operating machinery
or using software.

2. Tacit Knowledge:

1. Implied or embedded knowledge acquired through observation and direct

experience.
2. Difficult to communicate explicitly.
3. Challenge: Converting tacit knowledge into explicit knowledge for better
storage and sharing.
4. Example: Interpersonal Skills A manager's ability to handle team conflicts
or inspire employees effectively.

Determinants of Learning

1. Motivation:

1. A person's willingness to learn affects the learning process.

2. It refers to what moves a person to action and continues him in action.

Example: A sales employee eager to earn incentives learns effective sales

techniques quickly.

2. Readiness:

Physical and psychological preparedness influences learning.

Example: A well-rested student grasps complex concepts faster than a tired

one.
 3. Previous Knowledge/Experience:

Prior experiences shape how new information is processed.

Example: A basketball player quickly adapts to a new strategy because of

prior gameplay experience.

4. Environment:

A supportive and distraction-free environment enhances learning.

Example: Quiet libraries help students concentrate better than noisy cafes.

5. Methods of Teaching:

Techniques used to impart knowledge impact learning outcomes.

Example: Visual learners may grasp concepts better with diagrams and
videos.

6. Learning material:
1. Learning tends to be quick when the learning material is easy and familiar.
2. The shape, meaningfulness and serial position of the learning material also
affect learning.
7. Practice:
1. Regular and continuous practice strengthens learning.
2. The more an individual practices, the more he absorbs the learning contents.

Elements of Learning

1. Stimulus:

1. Something that triggers learning.

2. This is what sparks your curiosity or gets you interested in learning something.

Example: A coding problem that prompts a programmer to learn a new

algorithm.

2. Response:

1. The reaction to the stimulus.

2. This is how you react to that spark. It’s the action you take to learn or solve
the problem.

Example: Attempting to solve the problem after studying the algorithm.

3. Reinforcement:

1. Positive or negative feedback that strengthens learning.

 2. This is the feedback or result you get from your effort, which makes you want
to keep learning (or sometimes, stop learning).

Example: A student scoring well on an assignment after practicing

encourages repeated effort.

4. Motivation:

1. Drives the desire to learn.

2. This is the reason why you want to learn something in the first place. It’s the
drive or push behind your effort.

Example: A promotion opportunity motivates an employee to take a

leadership course.

5. Retention:

1. The ability to retain learned information for future application.

2. This is about holding on to what you’ve learned so you can use it later when
you need it.

Example: Remembering first-aid techniques during an emergency.

Learning Process

1. Acquiring Knowledge

a) The first step involves gathering new information through observation, reading,
training, or experience.
b) This is the initial stage where new information, skills, or behaviors are introduced.
c) For example, an employee learns about leadership theories through a training session.

2. Assimilation or Retention

a) Learning is not just about acquiring knowledge but also about retaining it for a longer
period. If the information is short-lived in memory, it won’t be effective.
b) After acquiring knowledge, it needs to be processed, organized, and retained in
memory. Assimilation ensures that the new information integrates with what we
already know, making it meaningful and easier to recall when needed.
c) For instance, a manager learns conflict resolution techniques and recalls them during
workplace disputes.

3. Internalization of New Knowledge

a) Learning must go beyond superficial knowledge collection. It should become part of

an individual's personality, lifestyle, and behavior.
b) This step involves making the acquired knowledge a part of one’s mental framework
and belief system. It goes beyond just remembering; the individual starts accepting
and valuing the new learning as a core part of their thinking or skillset.
c) For example, a behavioral scientist might study emotional intelligence but must
internalize it to improve their interactions with colleagues.

4. Application of New Learning

a) Once internalized, knowledge should be applied effectively in real-world situations.

b) This is where theoretical knowledge is put into practice. Applying what has been
learned in practical or real-life situations reinforces understanding and demonstrates
the usefulness of learning.
c) For example, a business executive trained in negotiation skills applies them while
closing a critical deal.

5. Using Learning in All Situations

a) Learning should be transferable, meaning one should be able to apply knowledge in

different fields.
b) True learning shows its impact when individuals can adapt their knowledge or skills
to a wide variety of contexts. This demonstrates flexibility and the ability to
generalize learning to new or unexpected situations.
c) For example, a project manager who has mastered decision-making in corporate
settings applies the same skills while leading a social initiative.

6. Self-Monitored Learning

a) A key aspect of learning is self-evaluation and continuous improvement. This allows

individuals to enhance their learning process independently.
b) The final stage involves developing the ability to evaluate and regulate one’s own
learning process. This includes identifying gaps in knowledge, seeking resources to
fill those gaps, and improving learning techniques. It reflects independence and
lifelong learning habits.
c) For example, an employee who has mastered time management techniques identifies
areas for improvement and seeks additional resources to refine their skills.