Learning - Adults As Learners - Basic Types of Learning - A Theory of Adult Learning

2.
CHAPTER 2: ADULT LEARNING

• LEARNING
• ADULTS AS LEARNERS
• BASIC TYPES OF LEARNING
• A THEORY OF ADULT LEARNING
• INSTRUMENTAL LEARNING
• COMMUNICATIVE LEARNING
• EMANCIPATORY LEARNING
• CRITICAL REFLECTION
• CRITICAL THINKING
• UNLEARNING
• HOLISTIC ADULT LEARNING
• ORGANISATIONAL LEARNING
JH601: Human Resource Development
CHAPTER 2: ADULT LEARNING 2.2
• LEARNING
• UNLEARNING
2.3
LEARNING
Human beings are unique among all living organisms in that

their primary adaptive specialisation lies not in some
particular physical form or skill or fit in an ecological niche,
but rather in identification with the process of adaption itself
— in the process of learning. We are thus the learning
species, and our survival depends on our ability to adapt not
only in the reactive sense of fitting into the physical and
social worlds, but in the proactive sense of creating and
shaping those worlds.
(Kolb 1984: 1)

2.4

• LEARNING
• UNLEARNING
2.5
ADULTS AS LEARNERS
• The learning should be relevant to the real-life situations and

problems.
• The learning should incorporate the rich experiences of the adult

learners.
• The learning should involve the adult learner.

2.6

• LEARNING
• UNLEARNING
2.7
BASIC TYPES OF LEARNING
• classical conditioning
• behaviour modification
• modelling

2.8

• LEARNING
• UNLEARNING
2.9
A THEORY OF ADULT LEARNING

INSTRUMENTAL LEARNING
Definition: Control and manipulate the environment or other people.

PRINCIPLES OF LEARNING
6. Overlearning
1. Start with known
7. Multiple-sense learning
2. Readiness to learn
8. Feedback
3. Part learning a. Informational
4. Spaced learning b. Motivational
9. Meaningful material
5. Active learning
10. Transfer of learning

2.10

• LEARNING
• UNLEARNING
2.11

COMMUNICATIVE LEARNING
Definition: To understand what is meant by another through

speech, writing, drama, art or dance.
• Not debate
– Debate discourages enquiry and encourages winning
• Rational discourse
– Understand the position of the other party and, in turn, to have
his/her own position understood.
• Knowledge generation
– Externalisation, combination, internalisation, socialisation.

2.12

• LEARNING
• UNLEARNING
2.13

EMANCIPATORY LEARNING
Definition: Where individuals transform their basic

forms of reference.
• Frames of reference or meaning structures
– Deep-seated underlying values and belief systems
– Consist of a hierarchy of assumptions
 Paradynamic— The most basic, powerful and broadest set
of predispositions
 Prescriptive— Guidance on what one ‘ought to’ or ‘should’
do in particular situations
 Causal— A behaviour or action which will cause a
predictable and acceptable outcome
2.15

CRITICAL REFLECTION
Definition: A process that changes a frame of reference

by discerningly examining the foundations of beliefs.
• Disorientating dilemma — a sudden and traumatic occurrence
that challenges a paradynamic assumption.\
• Slow Conversion — Changing clusters of causal and
prescriptive assumptions until a paradynamic assumption is
transformed
• Changing frames of reference is difficult as they are well
defended and will be accompanied by a high emotional reaction
• Hegemonic assumptions are usually recognised as worthy of
change
2.16

• LEARNING
• UNLEARNING
2.17
CRITICAL THINKING
Definition: The process of examining our knowledge of

a topic or the logic used to change our knowledge of a
topic.
Components of critical thinking:
 problem solving
– scientific problem solving
– system beta
 creativity
 evaluation
 dialectic thinking
 logical reflection
2. 18

• LEARNING
• UNLEARNING
2.19
UNLEARNING
• Discarding ineffective or obsolete methods and theories
• A recent phenomenon because of information explosion
• Overwriting model — erasing obsolete knowledge in favour of

more serviceable knowledge
• Parenthetic model — Old knowledge is held to one side (i.e. in

parenthesis or brackets) while new knowledge is added

• LEARNING
• UNLEARNING
2.21
HOLISTIC LEARNING
• Adult learning is not merely instrumental learning.

• Need a holistic view of adult learning.
• Holistic view:
– tacit knowledge and paradynamic assumptions interact
at the sub-conscious level.
– emotions, critical thinking, critical reflection and
explicit knowledge interact at the conscious level.
– sub-conscious and conscious levels affect behaviour at
the activity level.

• LEARNING
• UNLEARNING
2.23
ORGANISATIONAL LEARNING
• Learning can be examined also at the organisation level.

• Single loop learning concentrates on the symptoms and is
similar to instrumental learning.
• Double loop learning occurs when the underlying values of the
system are questioned or altered.
• The organisational equivalent of hegemonic assumptions are
called organisational defence mechanisms:
– the undiscussables
– defensive routines.

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2.

CHAPTER 2: ADULT LEARNING

Human beings are unique among all living organisms in that

JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

• The learning should be relevant to the real-life situations and

• The learning should incorporate the rich experiences of the adult

• The learning should involve the adult learner.

JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

BASIC TYPES OF LEARNING

JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

A THEORY OF ADULT LEARNING

Definition: Control and manipulate the environment or other people.

JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

A THEORY OF ADULT LEARNING

Definition: To understand what is meant by another through

JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

A THEORY OF ADULT LEARNING

Definition: Where individuals transform their basic

A THEORY OF ADULT LEARNING

Definition: A process that changes a frame of reference

CHAPTER 2: ADULT LEARNING

Definition: The process of examining our knowledge of

CHAPTER 2: ADULT LEARNING

• Discarding ineffective or obsolete methods and theories

• A recent phenomenon because of information explosion

• Overwriting model — erasing obsolete knowledge in favour of

• Parenthetic model — Old knowledge is held to one side (i.e. in

JH601: Human Resource Development

• Adult learning is not merely instrumental learning.

JH601: Human Resource Development

• Learning can be examined also at the organisation level.

JH601: Human Resource Development

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