Different Learning Theories Of Human Resource Development

Different Learning Theories Of Human Resource DevelopmentKnowing a persons training expressive style enables tuition to be orientated according to the preferred method. That said, everyone responds to and take ups the motivation of all types of watch outing styles to one extent or an early(a) its a matter of using importance that fits lift out with the given situation and a persons scholarship style preferences.Kolbs learning theory sets out four different learning styles, which be based on a four stage learning cycle. In this respect Kolbs model is bulge outicularly elegant, since it offers both a way to understand individual spates different learning styles, and as well as an explanation of a cycle of experiential learning that applies to us all.Diverging (feeling and watching CE/RO) assimilatory (watching and thinking AC/RO) converging (doing and thinking AC/AE) accommodative (doing and feeling CE/AE)Diverging state argon able to look at things from different per spectives. They atomic number 18 sensitive. They prefer to watch rather than do, maintenance to gather information and use imagination to solve problems. They ar best at viewing concrete situations several different viewpoints. Kolb called this style Diverging because these commonwealth perform better in situations that require ideas-generation, for example, brainstorming. battalion with a Diverging learning style gestate broad cultural interests and bid to squirrel away information. They are interested in people, be likely to be creative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to discipline in groups, to listen with an open mind and to receive personal feedback.The Assimilating learning preference is for a summarizing, logical approach. Ideas and concepts are more important than people. These people require good free explanation rather than pr portrayalical opportunity. They do extremely well at understanding wide ranging i nformation and organizing it a clear logical format. People with an Assimilating learning style are less decocted on people and more interested in ideas and abstr process concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people are important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.For an example people who prefer the Assimilating learning style will not be comfortable being thrown in at the deep end without notes and instructions.Converging people with a Converging learning style chamberpot solve problems and will use their learning to find solutions to useful issues. They prefer technical tasks, and are less touch with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and obtain decisions by finding solutions to questions and problems. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables high-quality and technology abilities. People with a Converging style like to test with new ideas, to simulate, and to work with practical applications.The Accommodating learning style is detainment-on, and relies on perception rather than logic. These people use other peoples analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and roll in the hays, and to galloping out plans. They usually act on gut instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is common and useful in roles requiring accomplish and initiative. People w ith an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective.People who like prefer to use an Accommodating learning style are likely to become frustrated if they are forced to read lots of instructions and rules, and are unable to get hands on experience as soon as possible.However most people clearly display clear strong preferences for a given learning style. The ability to use or switch between different styles is not one that we should assume comes easily or naturally to many people.Basically, people who prevail a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference.Honey and Mumford learning stylesHoney and Mumford (1982) have built a typology of Learning expressions around this cycle, identifying individual preferences for each stage (Activist, Reflector, Theorist, and Pra gmatist respectively) Kolb alike has a test instrument (the Learning Style Inventory) but has carried it further by relating the process also to forms of knowledge. Anonymous, (2010)There are four characteristics of learning styles,ActivistTheoristPragmatistReflectorActivists involve themselves totally and without shabbiness in new experiences. They enjoy the here and now, and are happy to be dominated by immediate experiences. They are open-minded, not disbelieving, and this tends to make them excited somewhat anything new. Their philosophy is Ill try anything once. They tend to act first and turn the consequences afterwards. Their days are filled with activity. They tackle problems by brainstorming. As soon as the stimulation from one activity has died down they are busy looking for the next. They tend to increase on the challenge of new experiences but are tire with implementation and longer term consolidation. They are gregarious people constantly involving themselves with o thers but, in doing so they adjoink to centre all activities on themselves. For an example, those people who learn by doing. Activists need to get their hands dirty, to dive in with both feet first. Have an open-minded approach to learning, involving themselves fully and without bias in new experiences. brainstorm problem resoluteness, group discussion, competitions and role play, these are the activities of Activists.Theorists adapt and combine observations into complex but logically sound theories. They think problems through in a vertical, step-by-step logical way. They learn disparate facts into logical theories. They tend to be perfectionists who wont rest easy until things are tidy and fit into a normal proposal. They like to analyse and combine. They are deplore on basic assumptions, principles, theories models and systems thinking. Their philosophy prizes rationality and logic. If its logical its good. Questions they frequently ask are Does it make sense? How does this f it with that? What are the basic assumptions? They tend to be detached, analytical and dedicated to rational objectivity rather than anything subjective or ambiguous. Their approach to problems is consistently logical. This is their mental set and they stiff reject anything that doesnt fit with it. They prefer to maximize certainty and feel uncomfortable with subjective judgments, afteral thinking and anything flippant. For an example, learners like to understand the theory behind the actions. They need models, concepts and facts in rank to engage in the learning process. prefer to analyse and synthesize, drawing new information into a systematic and logical theory.Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positive(p)ly search out new ideas and take the first opportunity to research with applications. They are the sort of people who return from courses full with new ideas that they want to try out in practice. They li ke to get on with things and act quickly and confidently on ideas that attract them. They tend to be impatient with ruminating and open-ended discussions. They are essentially practical, down to earth people who like making practical decisions and solving problems. They respond to problems and opportunities as a challenge. Their philosophy is There is always a better way and If it works its good. For an example, people need to be able to see how to put the learning into practice in the real world. Abstract concepts and games are of limited use unless they can see a way to put the ideas into action in their lives. Experimenters, trying out new ideas, theories and techniques to see if they workReflector like to stand back to ponder experiences and observe them from many different perspectives. They collect data, both first hand and from others, and prefer to think round it carefully before coming to a conclusion. The thorough collection and analysis of data about experiences and even ts is what counts so they tend to reschedule reaching definitive conclusions for as long as possible. Their philosophy is to be careful. They are thoughtful people who like to consider all possible angles and implications before making a move. They prefer to take a back seat in meetings and discussions. They enjoy observing other people in action. They listen to others and get the drift of the discussion before making their own points. They tend to adopt a low profile and have a slightly distant, tolerant relaxed air about them. When they act it is part of a wide picture which includes the past as well as the present and others observations as well as their own. For an example, people learn by observing and thinking about what happened. They may avoid leaping in and prefer to watch from the sidelines. Prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion.Learning TheoriesThe Be haviorist access codeSome of our learning comes about as a response to a stimulus. We are learning from our sensors. We fight to something outside ourselves. If the result is good for us, we learn to react in similar fashion in a similar situation, while if the result is bad, we learn not to do that again. This is the basic idea of the Behaviorist antenna which can be traced back to the work of Pavlov (1927) who taught dogs to salivate at the sound of a bell.Behaviorist concentrates on modifying behavior by reinforcement. Behavior that is seen as positive or good is reinforced by rewards. For an example car insurance is reduced if you do not make a claim.Most people have experienced both positive and negative reinforcement. We can see that behaviorist learning theories have their strengths. However, this approach to learning has been critized as mechanistic and tending to focus only on certain behavior. There is evidence to suggest that reinforcement may need constant topping-up to remain effective. Anonymous, (2010)The Cognitive ApproachIf some of our learning is reactive, some learning can also be described as positive. That is we seek out information and try to make sense of it in order to understand better our world and our place in it. This is the basis of cognitive theories of learning, which make use of the work of researchers such as Kohler (1925) and Piaget (1950). Kohler worked with apes and Piaget concentrated on kid development, but their results have been applied more widely.For the cognitive, the key feature of human beings for learning is that we are intelligent seekers. According to cognitive approaches, we constantly find that our experience of the world does not quite fit the way we see the world, and we try to do something about the misfit. We seek new information, we adjust our view of the world, and we may spend a penny a new way of seeing the world. There are clear connections here with some of the elements we noted earlier in the di fferent stages of the learning process.The sociable Learning ApproachThe social learning theory proposed by Albert Bandura has become perhaps the most important theory of learning and development. While ingrained in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning.His theory added a social element, arguing that people can learn new information and behaviors by watching other people. Known as observational learning (or modeling), this type of learning can be utilise to explain a wide variety of behaviors. Psychology, (2010)Basic Social Learning Concepts1. People can learn through observation.Observational LearningIn his notable Bobo doll studies, Bandura established that children learn and reproduce behaviors they have observed in other people. The children in Banduras studies observed an adult acting aggressively toward a Bobo doll. When the children were later allowed to play in a roo m with the Bobo doll, they began to reproduce the aggressive actions they had previously observed.Bandura identified three basic models of observational learningA live model, which involves an unfeigned individual representative or acting out a behavior.A verbal instructional model, which involves descriptions and explanations of a behavior.A symbolic model, which involves real or pretended characters displaying behaviors in books, films, television programs, or online media.2. Mental states are important to learning.Intrinsic ReinforcementBandura noted that external, environmental reinforcement was not the only factor to enamour learning and behavior. He described essential reinforcement as a form of internal reward, such as pride, satisfaction, and a sense of accomplishment. This emphasis on internal thoughts and cognitions helps connect learning theories to cognitive developmental theories. While many textbooks place social learning theory with behavioral theories, Bandura him self describes his approach as a social cognitive theory.3. Learning does not necessarily lead to a swop in behavior.While behaviorists believed that learning led to a permanent change in behavior, observational learning demonstrates that people can learn new information without demonstrating new behaviors.The Modeling ProcessNot all observed behaviors are effectively learned. Factors involving both the model and the learner can play a role in whether social learning is successful. Certain requirements and steps must also be followed. The following steps are involved in the observational learning and modeling processAttentionIn order to learn, you need to be paying attention. Anything that detracts your attention is going to have a negative effect on observational learning. If the model interesting or there is a unexampled aspect to the situation, you are far more likely to dedicate your full attention to learning.RetentionThe ability to store information is also an important part of the learning process. Retention can be affected by a number of factors, but the ability to pull up information later and act on it is vital to observational learning.ReproductionOnce you have paid attention to the model and retained the information, it is time to actually perform the behavior you observed. barely practice of the learned behavior leads to improvement and skill advancement.MotivationFinally, in order for observational learning to be successful, you have to be motivated to ensue the behavior that has been modeled. Reinforcement and punishment play an important role in motivation. While experiencing these motivators can be highly effective, so can observing other experience some type of reinforcement or punishment. For example, if you see another student rewarded with extra credit for being to class on time, you might first to show up a few minutes early each day. Psychology, (2010)Learning CurveA learning curve is a graphical office of the changing rate of lear ning (in the average person) for a given activity or tool. Usually, the increase in retention of information is sharpest after the primary attempts, and thusly regularly evens out, meaning that less and less new information is retained after each duplication.The learning curve can also represent at a glance the initial difficulty of learning something and, to an extent, how much there is to learn after early knowledge. For example, the Windows program Notepad is extremely simple to learn, but offers undersize after this. On the other extreme is the UNIX terminal editor VI, which is difficult to learn, but offers a wide array of features to master after the user has count on out how to work it. It is possible for something to be easy to learn, but difficult to master or hard to learn with little beyond this. Wikipedia, (2010)