Module 01

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After completing this chapter. you should

be able to:
Understand what is learning.
Classify the learned capabilities.
Understand the various theories of Learning.

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Learning is the basic objective of all the

training and development activities.
Learning may be defined as

the process of acquiring, assimilating, and

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

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Learning can and should be a lifelong

process.
We can learn from everything the mind
perceives at any age.
Our brains build and strengthen neural
pathways no matter where we are, and
what the subject or the context is.

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The capabilities that human beings can

learn are classified into five types:
Verbal information
Intellectual skills
Motor skills
Attitudes
Cognitive strategies

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Verbal information refers to knowing the

facts about a subject matter.
An important feature of verbal
information is that it is reproduced by the
learner in the same way it was originally
received by him

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Intellectual skills are also known as procedural

knowledge which is aimed at addressing how
aspects of learning of a phenomenon.
In this category, the capabilities of an individual
can be customized to suit the requirement of
the situation.
Motor skills are the capabilities which
necessitate the physical movement of
individuals or their body parts for learning and
performance.
They may also involve co-ordination with the
sensory organs and other limbs.
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Attitudes are evaluative judgments by

individuals about particular objects, people
or events, favorable or unfavorable,
formed fundamentally on the basis of
ones own feelings, beliefs and practices.
Attitudes are learned and not innate, it is
necessary to have a positive attitude to be
successful.
Attitudes are not visible unless they are
expressed in the form of behavior.
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Cognitive strategies can also be termed

as strategic knowledge.
Cognitive strategies play a supervisory or
coordinative role for the effective
development and use of other
capabilities in the individual.
Cognitive strategies may involve
creativity and algorithm to find solutions
in an unstructured situation for which
readymade solutions are not known.
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During the 1950s, a team of educational

psychologists were led by Benjamin Bloom in
the analysis of learning behaviors.
The results of this teams research produced
what is known today in the field of education, as
Blooms Taxonomy.
This hierarchy of learning behaviors was
categorized into three interrelated and
overlapping learning domains
cognitive (knowledge), affective (attitude),
and psychomotor (skills).
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The cognitive domain:

The Cognitive Learning Domain is
exhibited by a persons intellectual
abilities.
Cognitive learning behaviors are
characterized by observable and
unobservable skills such as
comprehending information, organizing
ideas, and evaluation information and
actions.
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The affective domain:

The Affective Learning Domain addresses
a learners emotions towards learning
experiences.
A learners attitudes, interest, attention,
awareness,and values are demonstrated
by affective behaviors.

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The psychomotor domain:

The psychomotor domain refers to the
use of basic motor skills, coordination
and physical movement.
This domain was not developed by
Blooms research group but it was
developed by Simpson to support
Blooms domain

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Trainee characteristics
Education & experience
Motivation
Perception of the work environment
Attitude of the trainee
Self concept of the trainee

Training Design

Content , methodology and deliver

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Principles of practice
Active practice
Massed versus spaced
Whole versus part
Sequential
Feedback
coaching
Trainer capabilities
Knowledge, skill, trait, self concept, and
motive
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Training environment

Physical & psychological environment

Transfer of learning

Retention of learning
Meaningfulness of the material
Degree of original learning
Interference

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David Kolbs learning styles model and

experiential learning theory (ELT)
Having developed the model over many years
prior, David Kolb published his learning styles
model in 1984. The model gave rise to related
terms such as Kolbs experiential learning theory
(ELT) and Kolbs learning styles inventory (LSI).
ELT are today acknowledged by academics,
teachers, managers and trainers as fundamental
concepts which help in understanding and
explaining human learning behavior, and
towards helping others to learn.
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David Kolbs learning styles model and experiential

learning theory (ELT)
The development stages that Kolb identified are:
1. Acquisition - birth to adolescence
-development of basic abilities and cognitive
structures
2. Specialization - schooling, early work and
personal experiences of adulthood - the
development of a particular specialized learning
style shaped by social, educational, and
organizational socialization
3. Integration mid - career through to later life
expression of non - dominant learning style in
work and personal life
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David Kolbs learning styles model and

experiential learning theory (ELT)
Whatever influences the choice of style, the
learning style preference itself is actually the
product of two pairs of variables, or two
separate choices that we make, which Kolb
presented as lines of axis, each with
conflicting modes at either end:
Concrete Experience - CE (feeling)-----V-----

Abstract Conceptualization - AC (thinking)

Active Experimentation - AE (doing)-----V----Reflective Observation - RO (watching)
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David Kolbs learning styles model and

experiential learning theory (ELT)

Our learning style is a product of these two

choice decisions:
1. How to approach a task - i.e.., grasping

experience -preferring to (a) watch or (b) do,

and
2. Our emotional response to the experience i.e., transforming experience - preferring to (a)
think or (b) feel.

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David Kolbs learning styles model and

experiential learning theory (ELT)
Its often easier to see the construction of
Kolbs Learning styles in terms of a twoby-two matrix. The diagram also
highlights Kolbs technology for the four
learning styles; diverging, assimilating,
converging and accommodating:

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BELOW ARE BRIEF DESCRIPTIONS OF THE FOUR KOLB LEARNING STYLES

Diverging (Feeling And

Watching -CE/RO)

These people are able to

look at things from
different perspectives,
sensitive, prefer to watch
rather than do, tending to
gather information and
use imagination to solve
problems, best at viewing
concrete situations
several different view
points

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Assimilating (Watching
And Thinking AC/RO)

This is for a concise,

logical approach. Ideas
and concepts are more
important than people.
These people require
good clear explanation
rather than practical
opportunity. They excel
at understanding wide ranging information and
organizing it a clear
logical format.

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BELOW ARE BRIEF DESCRIPTIONS OF THE FOUR KOLB LEARNING STYLES

Converging (Doing
And Thinking - AC/AE)

People with a
converging learning
style can solve
problems and will use
their learning to find
solutions to practical
issues. They prefer
technical tasks, and are
less concerned with
people and
interpersonal aspects.
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Accommodating (Doing
And Feeling - CE/AE)

The Accommodating
learning style is hands on, and relies on intuition
rather than logic. These
people use other peoples
analysis, and prefer to
take a practical,
experiential approach.
They are attracted to new
challenges and
experiences, and to
carrying out plans.

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Andragogy for adult learning

Andragogy, meaning adults teaching other
adults, provides a different role for the trainers.
Here the trainer serves more as a facilitator or
catalyst for the learners activities.
An advantage of andragogy is that learners
motivation is enhanced through greater
responsibility for, and involvement in learning.
But andragogy methods are often situation
-dependent and cannot be applied to codify or
standardize information for mass use.

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Andragogy for adult learning

Becoming an effective trainer involves
understanding how adults learn best.
Adults have many responsibilities that they
must balance against the demands of learning.
Because of these responsibilities. adults have
harriers against participating in learning.
Some of these barriers include lack of time,
money, confidence, interest, information about
opportunities to learn, scheduling problems, mid
problems with child care and transportation.

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Andragogy for adult learning

According to Malcolm Knowles, referred to as the
father of adult education, andragogy is an
emerging technology for adult learning.
Assumptions of andragogy are as under:
1.
2.
3.
4.
5.
6.

The learners need to know

The learners self-concept
The role of the Learners experience
A Trainees readiness to learn
The trainees orientation to learning
Trainees motivation to learn

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Characteris Pedagogy
tic

Andragogy

Structure

Based on aging process.

Rigid format.
Curriculum centered.
Rules/procedure bound.

Flexible, open, broad.

Responsive.
Interdisciplinary.
Developmental.

Atmosphere

Authority oriented.
Formal, low trust.
Competitive, win, loose.

Relaxed, trusting,
mutually, respectful.
Informal, warm,
collaborative.
Supportive, win-win.

Leadership

Teacher-dominant.
High task low relationship.
Controlling.
Does not value
experience.
Assumes student
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Innovative, creative.
High task, high
relationship.
Interdependent, mature
relationship.
Mentoring, modeling,
experiential, high risk.

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Characteristi
c

Pedagogy

Andragogy

Planning

Administration and
teacher.
Emphasizes rationale
and legal mechanisms.
Policies, plans and
decisions are highly
political.

Administration, faculty and

students.
Mutual assessment.
Collaborative needs
assessment.
Mutual negotiation,
problem centered.

Motivation

External rewards and

punishments.

Internal
incentive(curiosity). Self
directed. Learning
contracts.

Communicatio
n

One way downward.

Two way mutually
Transmittal techniques. respectful. Feelings
Feelings repressed.
expressed. Supportive.

Evaluation

teacher,. Norm
referenced grades.
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subjective

Criterion-based. Objective
and subjective. Jointly
chosen standards by

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Facilitation theory or humanistic theory

was advocated by Carl Rogers.
Carl Rogers is best known as an American
psychologist and has made significant
contributions to the field of adult
education.
Rogers maintained that all human beings
have a natural desire to learn.

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He defined two categories of learning:

Meaningless or cognitive learning.
Experiential applied knowledge which addresses
the needs and wants of the learner

According to Rogers, the role of the teacher

is to facilitate experiential learning by
Setting a positive climate for learning.
Clarifying the purposes to the learner.
Organizing and making available learning
resources
Balancing intellectual & emotional components of
learning

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According to this theory, facilitative

teachers are:
Less protective of their constructs and beliefs
than other teachers.
More able to listen to learners, especially to
their feelings.
Inclined to pay as much attention to their
relationship with learners as to the content of
the course.
Apt to accept feedback, both positive and
negative, and to use it as constructive insight
into themselves and their behavior.

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Action learning is an approach to

solving real problems that involves taking
action and reflecting upon the results.
The learning that results helps improve
the problem-solving process as well as
the solutions the team develops.

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The action learning process includes.

(1) a real problem that is important, critical,
and usually complex,
(2) a diverse problem-solving team or "set",
(3) a process that promotes curiosity, inquiry,
and reflection,
(4) a requirement that talk be converted into
action and, ultimately, a solution,
(5) a commitment to learning

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Revans argued that learning can be

shown by the following equation

L=P+Q

where L is learning, P is programming

and Q is questioning to create insight into
what people see, hear or feel.
Action learning approaches are now being
popularized as T group training and team
building exercise.
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Nine events of Instruction

By Robert Gagne

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Blended learning is a formal education

program in which a student learns at least in
part through online delivery of content and
instruction with some element of student control
over time, place, path or pace. While still
attending a brick-and-mortar school structure,
face-to-face classroom methods are combined
with computer-mediated activities.
Proponents of blending learning cite the
opportunity for data collection and
customization of instruction and assessment as
two major benefits of this approach.
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'blended learning systems is defined as

learning systems that "combine face-toface instruction with computer mediated
instruction.Currently, use of the term
blended learning mostly involves
"combining Internet and digital media
with established classroom forms that
require the physical co-presence of
teacher and students.

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Technology-based training emerged as an

alternative to instructor-led training in the 1960s
on mainframes and mini-computers. The major
advantage that blended learning offers is scale,
whereas one instructor can only teach so many
people.
Modern blended learning is delivered online.
Some examples of channels through which
online blending learning can be delivered
include webcasting (synchronous and
asynchronous) and online video (live and
recorded).
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Synergogy For Team Learning

Synergogy is a systematic approach to learning in
which the members of small teams learn from one
another through structured interactions and nondirective intervention.
Challenge and stimulation are created through
social situation under which real as well as felt
needs for learning can be satisfied.
The instructor or learning administrator provides
educational materials from which knowledge or
insights can be acquired and create designsinstruction for team action-that stimulate
learning.

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Synergogy differs from other learner-centered

methodologies in three basic principles that
promote educational success.
First, synergogy offers meaningful direction to
learners in the form of learning designs and learning
instruments.
Secondly, synergogy relies on teamwork rather than
individual or group work to enhance learners
involvement and participation.
The third principle essential to synergogic method is
that of synergy-the concept that under certain
conditions the whole can be more than the sum of
its parts.

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Transformative learning is basically the kind

of learning a person engages in as he/she
makes meaning of his/her life.
It has become a very popular topic in adult
education because it does not just involve
classroom learning it involves learning
about ones life.
One of the best-known experts in this area
is a scholar named Jack Mezirow, who began
researching on this topic in the 1970s
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He came up with a set of phases that

people go through when they experience
transformation and those steps are:
Experiencing a disorienting dilemma
Self examination and critical assessment of
assumptions
Recognizing that others have gone through a
similar process
Exploring options
Formulating a plan of action
Reintegration.

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Content Reflection
Transformative
Learning
involves three
kinds of
reflections as
under:

Process Reflection

Premise Reflection

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PBL refers to an educational approach

that makes deliberate use of learning
strategies suggested by theories of
experiential learning
Use realistic problems of the kind the
learner is likely to encounter in their current
or future workplace as the basis for
learning, practical experience and a deeper
understanding of the relation between
practice & theory can be developed in the
individual. E.g. medical education
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Example:

Using stimulus material to help students discuss an

important problem, question or issue
Presenting the problem as a simulation of
professional practice or a real life situation
Appropriately guiding students critical thinking and
providing limited resources to help them learn from
defining and attempting to resolve the given problem
Having students work cooperatively as a group,
exploring information in and out of class, with access
to a tutor who knows the problem well and can
facilitate the groups learning process

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Example:

Getting students to identify their own learning

needs and appropriate use of available
resources
Reapplying this new knowledge to the original
problem and evaluating their learning processes

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Independent & SDL is associated with

the work (grounded in andragogy)
focuses on the process by which adults
take control of their own learning, in
particular how they set their own learning
goals, locate appropriate resources,
decide on which learning methods to use
and evaluate their progress

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There are four critical elements of

learning that must be addressed to
ensure that participants learn.
Motivation
Reinforcement
Retention
Transference

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