LEARNING

Outcomes of learning
 Knowledge: Students should be able to recall and understand factual information.
 Skills: Students should be able to perform specific tasks or procedures.
 Attitudes: Students should develop a positive or neutral disposition towards a subject or
concept.
 Employability –what is learned can be used to look for a job

Different types of learning

1. Classical Conditioning: This type of learning involves associating a neutral stimulus
with a naturally occurring stimulus, leading to a learned response. Example: Pavlov's
dog experiment, where the dog learned to salivate at the sound of a bell (a neutral
stimulus) after it was repeatedly paired with food (a natural stimulus).
2. Operant Conditioning: This type of learning focuses on how behaviors are
strengthened or weakened by their consequences (reinforcement or punishment).
3. Observational Learning: This type of learning occurs by watching and imitating the
behaviors of others, also known as modeling.
Learning theories
1. Behavioral learning theory
 Behaviorists proposed that environmental stimuli and consequences shape behavior and
that learning occurs through a process of operant conditioning.
 Operant conditioning involves reinforcing or punishing behaviors based on their
outcomes.
 Focuses on how people learn through their interactions with the environment. It is based
on the idea that all behaviors are acquired through conditioning, which is a process of
reinforcement and punishment.
2. Cognitive learning theory,
 Emphasizes the role of internal mental processes like perception, memory, and problem-
solving in acquiring knowledge and skills,
 Explores how the thinking process itself can affect learning
  How a person receives, organizes, stores and retrieves information.

3. Constructivist learning theory,

 Learners actively construct knowledge and meaning through experiences and
interactions, rather than passively receiving information.
 It emphasizes the role of prior knowledge, social interaction, and active engagement in
the learning process.
 The theory that says learners construct knowledge rather than just passively take in
information.
 As people experience the world and reflect upon those experiences, they build their own
representations and incorporate new information into their pre-existing knowledge
4. Social learning theory
 Individuals learn by observing, modeling, and imitating behaviors,
 The study of learned behaviors through the observation, modeling, and imitating of new
behaviors that are reinforced by other people
5.Experiential learning theory.
 Learning through process of experiencing, reflecting, conceptualizing, and
experimenting.
 Based on the premise that a person learns from direct experience or 'learns by doing'.

Different types of learning styles

 Kolb’s learning cycle learning style
1.Concrete learning
 Occurs when a learner has a new experience or interprets a previous experience in a new
way.
 it's about "doing" and "having an experience

2. Reflective observation
 the learner reflects on the new experience to understand what it means
 Learners reflect on what happened, connecting feelings with ideas about the experience.
 Observing and reflecting".

3. Abstract conceptualization
 the learner adapts their thinking or constructs new ideas based on experience and
reflection.
 learners develop theories to explain their experience, forming new ideas or modifying
existing ones
 thinking and conceptualizing

4. Active experimentation
 the learner applies their new ideas to real-world situations to test whether they work and
see if any changes need to be made
 Testing theories and seeking feedback.
 doing and experimenting

Honey and Mumford Learning Style

1. The Activist
 Activists are individuals who learn by doing. They are enthusiastic, open-minded, and
enjoy new experiences.
  They thrive on the challenge of new problems and situations and prefer to jump right in
and figure things out as they go.
 Activists tend to be extroverted and work well in groups.
 They enjoy the social aspects of cooperative tasks.
 However, they may be less effective at consolidating their learning or in situations
requiring careful consideration

2. The Theorist
 Theorists learn best when they understand the theory behind their actions.
 They prefer thorough analysis and synthesis.
 They work well in group discussion and draw conclusions between things to fit them into
a rational and logically sound framework.
 They tend to be perfectionists who won’t rest until they understand the ‘why’ behind a
concept or process.
 Theorists might struggle when the theory doesn’t fit the facts or in situations that require
flexibility and adaptation.
The Pragmatist

 Pragmatists like to experiment with ideas, theories, and methods to see if they actually
work in real-life situations.
 They draw conclusions when they can see how to put their learning into practise in the
real world.
 Their learning cycle focuses on problem-solving, rational thinking, decision-making, and
practical tasks focused on results.
 Pragmatists often act quickly and confidently on ideas, choose what is practical over
other considerations, and get straight to the point.
 However, they might struggle in situations that require them to think outside the box or
consider abstract concepts.

4. The Reflector
  Reflectors prefer to stand back and view experiences from a number of different
perspectives. They collect data and take the time to work towards an appropriate
conclusion.
 They learn by observing and thinking about what happened and prefer to take a back seat
in meetings and discussions.
 Reflectors like to think about all possible outcomes and factors before they take action.
 They prefer to take their time to reach a decision.
 While this can make them careful decision-makers, it may also lead to paralysis by
analysis in situations that require quick thinking or action.

Evaluating learning
1. Reaction – It analyses the engagement of the learners. It determines the level of
satisfaction learners feel about the training program. How have they contributed? How have they
responded? What did learner think about the training?

2. Learning – This level determines the knowledge, skills, and values developed by the
learners from the program. Learning level evaluates what the learners think they will be able to
execute the likely shift. The confidence and drive to perform is all measured under this level.
Considering if the learners truly understood the program and acquired skills out of it is the main
aim of this level.

3. Impact – This level measure the level by which the training has influenced the behaviour
of the learner and measure the level how they apply this knowledge in the given workplace. It is
the degree to which learners apply what they learned during training when they are back on the
job.

4. Results – Results level analyses the functional results that determine a good return on
investment and can be attached to the training program.. This level is specifically designed to
measure the impact the training program created for the organisation in terms of Return of
Investment (ROI).

Knowledge management Nonaka

What is knowledge?

 Is a business process that involves capturing, organizing, sharing, and using an

organization's knowledge and expertise to improve performance and decision-making?
 knowledge management models itself are the approach to manage knowledge from
people and process of an organization

Types of Knowledge:

KM deals with both explicit and tacit knowledge.

 Explicit knowledge: is codified and easily documented, like reports, procedures, or databases.

 Tacit knowledge: is personal, experiential, and difficult to document, like skills, insights, or
intuition.
 no written information that can be used or read over in a long time, only the person who knows
about the knowledge can keep it,

The Nonaka and Takeuchi model is one of the model that can represent the conversion of
knowledge, whether it is from tacit to explicit or the other way around.

1. Socialization: it is the process of conversion from tacit to tacit knowledge. As we

know, tacit is the unwritten type of knowledge. The most common example is training
or sharing face to face. In training or sharing, the knowledge conversion is more natural
because it is one of the typical social interactions. From doing this knowledge sharing
or training, the knowledge will remain in the participant’s mind, rather than noted
elsewhere. This type is more to the process of acquiring it by experiencing the
knowledge transmission.
2. Externalization: this type is conversing from tacit to explicit knowledge. From the
unwritten knowledge, it is conversed to a written knowledge. The example is from
someone who has a knowledge and starting to write a book to share the knowledge to
many other people, so the knowledge can be tangible and permanent.
3. Combination: the next type is conversing from explicit to other explicit knowledge.
This type can be interpreted to process of combining explicit knowledge form many
sources and finally make a new form of explicit knowledge. The common example is
when we are making a report or analysis. We search or gather explicit information
about the transactions to make a financial report.

4. Internalization: it is the conversion from explicit to tacit knowledge. For this type, the
knowledge is shaped in a written type first, then along with the time goes by, the
knowledge will spread and become a tacit knowledge. An example for this is in an
organization. Organization always has a written rules for the company, but as the time
goes by, the rules spread by the employee itself to the other employee and the rules
become tacit knowledge because they already have the rules on their own mind.

Organizational Requirements for effective learning

For effective organizational learning, you need

Culture of Learning: Foster an environment where learning is valued, encouraged, and seen
as a continuous process.

Clear Objectives and Strategies: Define what the organization wants to learn and how it will
achieve it, aligning learning with business goals.

Leadership Support: Senior management needs to champion learning and development

initiatives, allocating resources and promoting participation.

Open Communication and Collaboration: Encourage open dialogue, knowledge sharing, and
teamwork to facilitate learning.

Feedback and Evaluation:Regularly assess learning outcomes and make adjustments to

improve effectiveness.

Adaptability and Flexibility:Be prepared to adjust learning approaches based on changing

needs and circumstances.
Resources for effective learning

Financial Resources: Allocate budget for training, development programs, learning tools, and
technology.

Time Resources:Provide employees with adequate time for learning and development
activities.

Technological Resources: Utilize technology to support learning, such as online learning

platforms, e-learning modules, and collaborative tools.

Human Resources: Invest in skilled trainers, facilitators, and mentors who can support
learning and development.

Learning Materials: Provide access to relevant books, articles, videos, and other learning
resources.

Physical Spaces: Ensure that learning environments are conducive to learning, with
comfortable and functional spaces.

Mentoring and Coaching:

Implement mentoring and coaching programs to provide guidance and support to learners.

Data and Analytics:Use data to track learning progress, identify areas for improvement, and
measure the impact of learning initiatives.

The dispositions of individuals for effective learning: curiosity, motivation, resilience,

selfawareness

According to Bertram and Pascal the four dispositions that characterize the effective learner are
“independence, creativity, self-motivation, and resilience”
1.Curiosity: A strong desire to learn, explore, and understand new things. Curiosity fuels
engagement, encourages deeper learning, and promotes retention of
information. Examples: Asking "why" questions, exploring different subjects, and seeking out
new experiences.

2. Motivation: The drive and enthusiasm to learn and achieve goals. Motivation is essential for
sustained effort, persistence, and ultimately, success in learning. Examples: Setting personal
learning goals, seeking opportunities for growth, and finding enjoyment in the learning process.

3. Resilience:The ability to bounce back from challenges and setbacks, maintaining a positive
attitude despite difficulties. Resilience helps learners persevere through obstacles, learn from
mistakes, and develop a growth mindset. Examples Viewing failures as learning opportunities,
seeking help when needed, and maintaining a positive outlook.

4. Self-Awareness: Understanding one's strengths, weaknesses, learning styles, and how one
learns best.self-awareness allows learners to tailor their learning strategies, set realistic goals,
and make informed decisions about their learning journey.Examples:Recognizing areas where
one excels, identifying areas for improvement, and seeking feedback to enhance learning.

Learning as a formal and spontaneous process

 Learning can be both a structured, formal process (like in schools or training programs)
and a spontaneous, informal one (like through everyday experiences

Formal Learning:

 Formal learning takes place within structured and organized educational institutions or
training programs, following a prescribed curriculum and often leading to certifications
or degrees.
 Attending school, university, or vocational training courses; participating in online
learning platforms or workshop

Spontaneous Learning:

 Spontaneous learning, or informal learning, occurs naturally and continuously

throughout life, often outside of structured educational settings.
  Informal learning is often self-directed, practical, and based on real-world experiences.

Characteristics of formal learning

 Structured and Institutionalized:

 Planned and Deliberate
 Teacher-Led Instruction:
 Occurs in a Interactive Environment
Characteristics of informal learning
 Spontaneous and Unstructured:
 Experiential:
 Occurs Outside Formal Settings
 Lifelong Process:
 Self-Directed:
 Driven by Curiosity and Interest:
 Can be both accidental and purposeful
 learning Through Observation and Interaction
 focus on Practical Skills and Knowledge:

Importance and benefits of learning

individual

Enhanced Motivation and Self-Esteem: When people know what they need to achieve, they
are more likely to be motivated and feel a sense of accomplishment, boosting their self-
esteem.

Development of Skills and Knowledge: Learning outcomes focus on specific skills and
knowledge, ensuring that people are developing the necessary competencies for future
success.
 Lifelong Learning: Learning outcomes can foster a growth mindset and encourage people to
become lifelong learners, emphasizing innovation and adaptability.

Career Advancement: Learning outcomes can help people develop skills and knowledge that
are relevant to their future careers, increasing their employability and career advancement
opportunities.

Enhanced Job Performance:Trained staff can complete tasks faster and with higher quality,
leading to increased productivity and efficiency.

Increased Job Satisfaction: Employees who feel supported and empowered through training are
more likely to be satisfied with their jobs and stay with the company.

Organization

Increased Productivity and Efficiency: A well-trained workforce is a more productive

workforce, leading to increased output and reduced costs.

Improved Quality of Work: Training ensures that employees are performing tasks correctly
and efficiently, leading to higher quality work and fewer errors

 Fostering Innovation: A culture of training and development can encourage employees to think
creatively and come up with new ideas, leading to innovation and improvement.

Competitive Advantage: By investing in training, organizations can gain a competitive edge

by having a skilled and adaptable workforce.

Alignment with Organizational Goals: Training programs can be designed to align with the
organization's strategic goals, ensuring that employees are working towards the same
objectives.

Reduced Costs: Investing in training can lead to reduced costs associated with errors, rework,
and employee turnover.