Learning Dr. Yumei Yang Objectives of the lecture • Explain the importance of learning in organisations • Differentiate learning, training and development • Discuss the different learning theories • Articulate how adult learning theories add to our understanding of learning processes • Critically assess how learning theories can be applied at workplace The Definition of learning • Learning – ‘..a relatively permanent change in behaviour or human capabilities resulting from processing new knowledge, practice or experience.’ (Bratton, 2016 p. 184) • Learning – ‘ is generally defined in terms of the acquisition of knowledge that leads to a relatively permanent change in behavior, which results form experience. (Mullins, 2016. p. 151) • Learning – ‘a process of acquiring knowledge through experience which leads to a lasting change in behaviour (Buchanan and Huczynski, 2017 p.147) The Nature of Workplace Learning • Relate to all types of skills: cognitive/motor skills, attitudes and verbal information • Learning processes help facilitate emergence of organization’s intellectual capital • Learning is a mode of adaptation to change, it can be formal, non-formal, informal or incidental • Tacit knowledge and explicit knowledge • Leadership thought linked closely with approaches promoting learning (Senge, 1995) Source: Bratton, 2016. Introduction to work and organisational behaviour. London: Palgrave. Different Terminology Learning (focuses on the changes which take place in the individual’s skill, attitude or knowledge)- person-centred and problem-solving Training (process of acquiring knowledge, skills and attitudes) – production-centred approach Development is usually an umbrella term and covers both training and learning, covers long period of enhancing skills, and knowledge through various methods. Source: www.trainingmag.com Why organisations undertake learning and development (L&D) Reasons why organisations undertake learning and development (L&D) ➢ ➢ ➢ ➢ ➢ Improve productivity. Improve performance. Improve knowledge development. To retain key staff. To achieve a better balance between long-term organisational effectiveness and short-term organisational efficiency To give the organisation a competitive advantage. Why individuals should spend time at learning? Benefits to employees: • • • • • Increased personal competence. Increased adaptability. Higher likelihood of continuous employability. Ddevelop a person’s potential ………? 9 How do individuals learn? and how work-related learning interconnected to collective learning in an organization? Behavioural Approach • Learning is a change in observable and measurable behaviour • Uses effective practical techniques: repetition, trial and error • Ivan Pavlov and B. F. Skinner explained learning as interaction with the environment • Pavlov (1849-1936) - ‘Father of behaviourism‘ • Skinner (1904-1990) - Theory of ‘operant conditioning’ Behaviourist Theory – Pavlov (1927) Behaviourist Theory – Skinner (1953) Operant conditioning: a technique for associating a response or behaviour with a consequence. Operant Conditioning – positive and negative Positive reinforcement: occurs when the introduction of a consequence increases or maintains the frequency or future probability of a behaviour "Big Bang Theory-Operant conditioning" http://www.youtube.com/watch?v=yhvaSEJtOV8 Skinner’s box Behaviourism in practice procedure operationalization Behavioural effect Positive reinforcement Manager praises employee each time work is completed on schedule Increases desired work behaviour Negative reinforcement Unpaid overtime continues to be mandatory until work is completed on schedule, then overtime is rewarded Increase desired work behaviour punishment Manager asks employee to stay late when work is not handed in on time Eliminates or decreases undesired behaviour Extinction Managers ignores the employee when work is handed in late Eliminates or decreases undesired behaviour Source: Buchanan and Huczynski, 2017. Organizational Behaviour, 9th edition. Five steps to modify behaviour in organizations 1. Identify the critical, observable and measurable behaviours to be encouraged 2. Measure the current frequency of those behaviours (Baseline) 3. Establish the triggers or antecedents for those behaviour 4. Develop a strategy to strengthen desired behaviours and weaken dysfunctional behaviours through reinforcement. 5. Evaluate systematically the effectiveness of the approach in changing behaviour Source: Buchanan and Huczynski, 2017. Organizational Behaviour, 9th edition. • Case study: OBMoD, MRSA and ICUS (15 minutes) • Analyse the case by using the five steps: identify, measure, establish, develop and evaluate. Cognitive Approach to learning (1) • Learning is a process of gathering all of the relevant pieces of information together until they begin to form a complete picture – Information processing • Concerns learning through feedback: part played by how individuals perceive, evaluate feedback, represent, store and use information in learning • Gestalt theorists: Kohler, Koffka and Wortheimer Concentrated on the ‘black box’ of the mind; behavioural theories thought contents of the mind not measurable and looked to the environment Cognitive Approach (2): Kohler • Insightful learning: is the sudden discovery or understanding of the relationships in a problem • Cannot be gained through trial-and-error learning alone by behaviour reinforcement • Aha moment • Recent approaches have lent support to the idea of ‘trial and error’ in learning Cognitivist learning at workplace • • • • Feedback Feedforward interview Job appraisals …… Social Learning Approach • Social-learning (S-L) - People develop through observational learning • Operates on the basis of symbolic representations of observed actions of credible and knowledgeable role models - directly or indirectly • Bandura’s learning theory – Bobo doll • Learning involves 4 inter-related processes: attention, memory, motor and motivation (Bandura, 1977) Social learning theorist also believe that persons’ selfefficacy also influence the learning process. https://www.youtube.com/watch?v=dmBqwWlJg8U&t=47s The behaviour modelling process Attention processes Retention processes Learner focuses on the key behaviour of the person being modelled Learner must recall the role model’s behaviour when they are not present Reinforcement Production processes Learner must be able to reproduce the behaviour Learner must see their model receiving reinforcement for behaviour, then receive it themselves Source: Weiss 1990 cited from Buchanan and Huczynski, 2017 p. 161. Social learning theory apply to organisational settings? • What counts as good work performance • Familiarity in social interaction at work • The amount of deference to show to superiors • Dress and appearance • Social activities after work • Attitudes to work, colleague, managers, unions, customers Contemporary learning theories: Social exchange theory • Learning occurs through a dynamic social exchange between expert and learner in the learning community (Vygotsky, 1978) • Optimal learning achieved with support and through internalizing learning and social interaction. • Optimal learning is called the zone of proximal development which is achievable only with support or ‘scaffolding’ • Vygotsky emphasize the role of assistance, assessment and feedback Can you think about the application of Social exchange theory at workplace or in education? Situated learning theories: (Lave and Wenger, 1991) • Situated learning theory argue that knowledge, thinking, and learning are situated in experience • Knowledge, thinking and learning cannot be separated from context • Situated learning theorist argue that the contexts and activities in which individuals learn are fundamental to what they learn. What is the application of situated learning theories at workplace or at education institutions? Behaviourist and cognitive perspectives Behaviourist, stimulus-response Cognitive, information processing Studies observable behaviour Studies mental processes Behaviour is determined by learned sequences we learn habits Behaviour is determined by memory, mental processes and expectations we learn cognitive structures we solve problems by trial and error We solve problems with insight and understanding Routine, mechanistic, open to direct researchRich, complex, studied using indirect methods. Source: Buchanan, d. and Huczynski, A.,2017. Andragogy • • • • Knowles (1975, 1980) popularized the concept of Andragogy Andragogy is defined as 'the art and science of helping adults learn’ Knowles argued that : adult learners want to be in control of their learning Knowledge is activity constructed by the learner, and learning is the construction of meaning through experience • Knowles characterized adult learning as: Independent and self-directing Mature and experienced Internally motivated by ‘need to know’ Problem-centred Assumptions of Pedagogy and Andragogy ( source: Bratton 2016. p. 198) Pedagogy Andragogy The learner The role of the learner is a dependent one. The teacher directs what, when and how a subject is learned The learner moves form dependency towards increasing self-directedness. The teacher encourages and nurtures this movement The learner’s experience Of little worth. Hence learners A rich resource for learning. Hence teaching methods will gain most from the teacher, include discussion, problem solving and simulation textbooks, assigned readings and exercises audiovisual presentations Readiness to learn Learners learn what society expects them to, so the curriculum is standardized Learners learn what they ‘need to know’, so learning activities are designed around application to life Orientation to learning Learners see education as a process of acquiring subject matter organized by content Learners see education as a process of developing increased competence in the curriculum to achieve their full potential in life. Learners want to be able to apply new knowledge and skills. Hence learning activities are centred around categories of developing competencies. • When was the last time you felt that you had really learned something? Recall that occasion, reflect on it, and try to relate it step by step to the experiential learning model? Kolb’s experiential Learning Cycle (Kolb, 1984) The cycle is represented as a cycle of actions with no particular starting pint, depending on the person’s natural inclination to be a doer, watcher, thinker or experimenter. barras 29 Learning styles • Most learners are unaware of their learning styles • Learning style: the idiosyncratic way in which an individual acquires, processes, comprehends and retains information (Bates, 2016). • Each individual has a different learning style preference. • visual, auditory, kinaesthetic Learning Styles THEORIST REFLECTOR How does this relate to that? I’d like time to think about this ACTIVIST What’s new I am game for anything PRAGMATIST How can I apply this in practice? (Honey and Mumford 1986) Implication of Honey and Mumford learning styles • To help managers/employees to devise personal development plans • To show managers how to help their staff learn • To be used as a starting point for discussion and improvement with a knowledgeable tutor • Suggestions made to help people strengthen an under-utilised style Learning at an Organisational level 1. Knowledge Management 2. Organizational learning 3. The Learning Organisation 34 KNOWLEDGE BASED VIEW (KBV) • Knowledge is the key resource for competitive advantage • Knowledge held in information systems as well as in people’s heads and communities • Knowledge sharing is important • Primary task to integrate knowledge between people, product and services ORGANISATIONAL LEARNING Huber (1991) • Knowledge acquisition • Information distribution • Information interpretation • Organisational memory ORGANISATIONAL LEARNING & LEARNING ORGANIZATION Reference Buchanan, D. and Huczynski, A. 2017, Organizational behaviour, 9th edition. Pearson. Bratton, J. 2016, Introduction to work and organizational behaviour. 3rd edition. London: Palgrave. Huber, G. 1991, organizational learning: the contributing processes and the literatures, organization science. 2(1). 88-115 Learning & skills research centre, 2017, Learning styles and pedagogy in Post-16 learning: a systematic and critical review. Available on: https://nwresearch.wikispaces.com/file/view/Coffield%20learning%20styles.pdf/246502619/Coffi eld%20learning%20styles.pdf. Mullins, L. and Christy ,G. 2016. Management & Organisational Behaviour. 11th edition. Pearson Training, 2016. Available on: https://trainingmag.com/sites/default/files/images/Training_Industry_Report_2016.pdf