Training in the Workplace

Learning Theories

Learning is concerned with increase in knowledge or a higher degree of an existing skill.

Learning can be broadly divided into pedagogy and andragogy.

1) Pedagogy – Teaching / educating children. It is teacher centered / oriented.

2) Andragogy – Teaching / educating adults. It is participative

Theories of adult learning

1.       Andragogy

2.       Reinforcement theory

3.       Experiential learning-

4.       Cognitive theory

5.       Cybernetics and information

a)     Andragogy

Knowles’ theory of andragogy refers to teaching or education of adults. It focuses more on learning experiences that are primarily self-directed. It is more participatory rather than teacher directed. Andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role-playing and simulations are more useful. Instructors adopt a role of facilitator or resource rather than lecturer. Adults tend to present themselves to learning experiences that provides immediate education. Adults learn through a variety of methods which helps them discover principles that are related to their daily lives. An adult is motivated to learn when he or she senses a need is going to be met, a problem is to be solved, curiosity to be satisfied or a frustration to be relieved.

This theory emphasizes that adult learning is special in a number of ways, for example:-

·      Adult learners bring a great deal of experience to the learning environment. Educators can use this as a resource.

·      Adults expect to have a high degree of influence on what they are to be educated for, and how they are to be educated.

·      The active participation of learners should be encouraged in designing and implementing educational programs.

·      Adults need to be able to see applications for new learning

·      Adult learners expect to have a high degree of influence on how learning will be evaluated.

b)    Reinforcement theory

This theory was developed by B.F Skinner. Skinner believed that behavior is a function of its consequences. The learner will repeat the desired behavior if positive reinforcement follows the behavior. This is based on the fact that learners tend to be motivated when commended for successful accomplishment of a task. Positive feedback and knowledge of results ensures that learning takes place.

Positive reinforcement, or “rewards” can include verbal reinforcement such as “That’s great” or ‘You’re certainly on the right track” through to more tangible rewards such as a certificate at the end of the course or promotion to a higher level in an organization.

Negative reinforcement also strengthens behavior and refers to a situation when a negative condition is stopped or avoided as a consequence of the behavior. Punishment, on the other hand, weakens behavior because a negative condition is introduced or experienced as a consequence of the behavior and teaches the individual not to repeat the behavior, which was negatively reinforced.

c)     Experiential Learning

Experiential learning asserts that there are 4 stages of learning. The process of experiential learning can begin at any one of the stages but is continuous. Experiential methods include games, simulations, case studies and role-play.

Learning is:- 

·      Through concrete experience.

·      Through observation and reflection

·      Through abstract conceptualization

·      Through active experimentation

Experiential learning is equivalent to personal change and growth. All human beings have a natural propensity to learn, the role of the trainer is to facilitate such learning. This includes:-

·         Setting a positive climate for learning.

·         Gaining consensus on the purpose of the learning

·         Organizing and making available learning resources.

·         Balancing intellectual and emotional components of learning.

·         Sharing feelings and thoughts with learners but not dominating.

d)    Cognitive theory

This theory focuses on the mental and intellectual processes pertaining to learning. This describes the way in which people learn to recognize and define problems and experiment to find solutions.

According to this theory, people can discover things for themselves, they are likely to retain the skill and knowledge and use it when required. The methods used are case study, discussions, and workshops. It provides the rationale for workshop, participative and case study training and these help people to find solutions, rather than something they have been forced to accept by the trainer.

e)     Cybernetics and information theories

The basis of this theory lies in the concept of feedback. It suggests that feedback can control peoples learning and performance and lead to desired standards. It suggests that learning experiences must provide continuous feedback to the participant (stimuli) which must be monitored and controlled at all levels. Learning must be organized from the simplest concept to the most difficult. Learning is broken down into easily assimilated parts, each part can be learned by ensuring that trainees concentrate on an easily assimilated part at a time. This theory is the basis for computer based learning.

Characteristics/principles of adult learning

Adults learn best when:

·      They are interested and motivated, i.e. they have a problem to be solved, the curiosity to be satisfied or the frustration to be resolved.

·      The information is given to them in a logical order or consists of short notes. By planning training programs so that each successive step, builds on the previous one, the trainee is able to follow the steps in sequence.

·      They have the opportunity to practice or try out what they have learnt. They know how well they are doing i.e. when they are getting some feeling of success.

·      The teaching and subject matter are of real in their daily lives; learn to address a current real problem.

·      When the teacher recognizes that they have some experience and makes use of these experience in teaching e.g involving them in discussion or explaining their experiences.

·      When flexible learning programs are created.

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