Learning & Development

Module 1
Introduction to Training and Learning

By: Prof. Guruprasad Koti

 Learning
• Learning means change

• Learning implies a different internal state that may result in

new behaviours & actions or new understanding &
knowledge

• Learning can be undertaken within a formal setting or be

spontaneous or incremental
LEARNING: concept
Learning is the lifelong process of transforming information
and experience into knowledge, skills, behaviors, and
attitudes.
LEARNING –DEFINITION
Learning is the process by which behavior is originated or
changes through practice and training”
Woodworth, R.S
Learning is the modification in behavior to meet
environmental requirements” Gates
 MAIN CHARACTERISTICS OF LEARNING

Learning is growth
Learning is adjustment

Learning is organizing experience

Learning is active

Learning is both individual and social

Learning is the product of the environment

Factors influencing the learning process Figure 10.1
 Individual Differences in the Learning
Process
1. Ability

- capacity to understand and assimilate information

- classified as fast, average, slow learner

-high, moderate, slow achiever

2. Aptitude

- learners innate(natural) talent or gift

- natural capacity to learn certain skills

 Cont..
3. Interest

- strong appeal or attraction to something

4. Family and cultural background

- Upbringing practices

5. Attitudes

- a way of thinking and reacting based on personal

characterises
Kolb’s Learning
Styles
 Outline
• Introduction
*4 learning styles
Activist
Reflector
Theorist
Pragmatist
Introduction

Based upon
the work of Published
Kolb in
1982

Developed by
Peter Honey and
Alan Mumford
4 Learning
Styles
*4 learning styles
• Activist
• Reflector
• Theorist
• Pragmatist
 Activist

Learn by doing
Prefer activities:
• Brainstorming
• Problem solving
• Group discussing
• Puzzles
• Competitions
• Role-play
 Strengths

• Flexible + Open-minded
• Happy to “have a go”
• Enjoy new situations
• Thrive on the challenges of new
experiences
Weaknesses

• Not consider many choices

• Do too much themselves
• Dominate public interest
• No sufficient preparation before doing
• Get bored easily
 Reflector

Learn by observing + thinking about what

happened
Prefer activities
• self analysis questionnaires
• personality questionnaires
• observing activities
• feedback from others
• interviews
 Strengths
• Careful + thoughtful
• Thorough + methodical
• Love to listen to + assimilate info 
• Rarely jump to conclusions
Weaknesses

• Rare direct participation

• Rarely reach a decision
• Too cautious
• Not usually assertive(confident)
 Theorist
• Learn by understand the theory behind
the actions
• Prefer activities
• models
• statistics
• stories
• quotes
• background information
• applying theories
 Strengths
• Vertical thinking
• Rational and objective 
• Good at asking
inquiring questions  
 Weaknesses

• Restricted in lateral thinking

• Hate uncertainty/disorder
• No “subjective”/ “intuitive”
 Pragmatist
Learn by put the learning into
practice in the real world.
Activities
• Find method apply learning in reality
• case studies
• problem solving
• discussion
 Strengths
• Love testing things out in practice
• Technique oriented
• Down to earth
• Business-like
• Get straight to the point
 Weaknesses
• No “things without obvious application” 
• No theory
• Seize on the first expedient solution to a
problem
• Impatient
Conclusion
Activist

Reflector

Theorist

Pragmatist
 Perceptual Preferences

• VISUAL LEARNER

• READ/WRITE

• AUDITORY LEARNER

• KINESTHETIC LEARNER
 VISUAL LEARNER
Fleming claimed that VISUAL learners have a
preference for seeing (think in pictures; visual aids
such as overhead slides, diagrams, handouts, etc.).
VISUAL LEARNER
 READ/WRITE
This preference is for information displayed as words.
Not surprisingly, many teachers and students have a
strong preference for this mode.
 READ/WRITE
If you have a strong preference for learning by Reading and Writing (R
& W) learning you should use some or all of the following:

•Lists
•Headings
•Handouts
•Textbooks
•Readings - Library
•Notes
•Teachers who use words well and have lots of information in
sentences and notes
•Essays
 AUDITORY LEARNER
Auditory learners best learn through listening (lectures,
discussions, tapes, etc.).
 AUDITORY LEARNER
If you have a strong preference for learning by Aural
methods (A = hearing) you should use some or all of the
following:

•Attend classes
•Attend discussions and tutorials
•Discuss topics with others
•Discuss topics with your teachers
•Explain new ideas to other people
•Use voice recorder, MP3 etc
•Describe the overheads, pictures and other visuals to
somebody who was not there
 KINESTHETIC LEARNER

Tactile/kinesthetic learners prefer to

learn via experience—moving,
touching, and doing (active exploration
of the world; science projects;
experiments, etc.).
 KINESTHETIC LEARNER
If you have a strong preference for Kinesthetic (doing)
learning you should use some or all of the following:

Use all of your senses, Sight, Touch, Taste, Smell, Hearing.

You learn best from

•examples
•lecturers who use real life examples
•hands-on experience
•trial and error
•exhibits
•previous exam papers
 Principles of Learning
• Readiness
Individuals learn best when they are ready to learn, and they do not
learn well if they see no reason for learning. Readiness implies a
degree of single-mindedness and eagerness.

• Exercise
The principle of exercise states that those things most often repeated
are best remembered. It is the basis of drill and practice. The human
memory is fallible(Weak). The mind can rarely retain, evaluate, and
apply new concepts or practices after a single exposure. Every time
practice occurs, learning continues.
 cont..
• Effect
The principle of effect is based on the emotional reaction of the learner. It
states that learning is strengthened when accompanied by a pleasant or
satisfying feeling, and that learning is weakened when associated with an
unpleasant feeling.

• Primacy
Primacy, the state of being first, often creates a strong, almost
unshakable, impression. For the instructor, this means that what is taught
must be right the first time. For the learner, it means that learning must be
right.
 Cont..
• Intensity
A vivid, dramatic, or exciting learning experience teaches more than a
routine or boring experience. A student is likely to gain greater
understanding of slow flight and stalls by performing them rather than
merely reading about them. The principle of intensity implies that a student
will learn more from the real thing than from a substitute.

• Recency
The principle of recency states that things most recently learned are best
remembered. Conversely, the further a student is removed time-wise from a
new fact or understanding, the more difficult it is to remember
 Cont..
• Perceptions
Perceiving involves more than the reception of stimuli from the five
senses. Perceptions result when a person gives meaning to sensations.
People base their actions on the way they believe things to be.

• Insight
True learning requires an understanding of how each of these factors
may affect all of the others and, at the same time, knowledge of how a
change in any one of them may affect all of the others. This mental
relating and grouping of associated perceptions is called insight.
Cont..
• Motivation
Motivation is probably the dominant force which governs the
student's progress and ability to learn. Motivation may be
negative or positive, tangible or intangible, subtle and difficult
to identify, or it may be obvious.
Learning Curve
Adult Learning
 Definition
Adult learning is practice in which adults
engage in systematic and sustained self
education activities in order to gain new
forms of knowledge, skills and attitudes or
values.
Single loop and Double Loop
Learning
 Single Loop Learning

Single Loop Learning is about making

adjustments to correct a mistake or a problem. It is
focused on doing the things right. Causality might be
observed but typically is not addressed.

Are we doing things right?

 Double Loop Learning

Double Loop Learning is identifying and

understanding causality and then taking action to fix
the problem. It is about doing the right things.

Are we doing the right things?

 Training
• Training is a process of learning to acquire or
enhance skills and knowledge and put it into
practice to enable the trainee to do the job efficiently
• Is about behaving differently

• It is a process of attitudinal change that integrates

with life, work and self development
 TRAINING: Definition

 Training is a process whereby people acquire capabilities

to aid in the achievement of organizational goals.
- Mathis And Jackson
 Training is a process of teaching a new employees the
basic skills to perform their jobs

- Garry Dessler
 DEVELOPMENT
• Definition: Efforts made to improve employee’s
ability to handle a variety of assignment.
Development: enhances the capabilities of an
employee to be ready to perform possible future
jobs
Focuses on future jobs
Developmental education programs
Bank pays for the employee to get his or her MBA degree
Developmental job experiences
Examples: job rotation or job enlargement
Developmental interpersonal relationships
Example: mentoring
 Training Vs Development
• Training is about acquiring
skills through organized
learning
• Process of imparting specific
skills
• Short term by nature
• Narrow focus
• It is for acquiring or
sharpening the KSA’s
• Development provides
general knowledge & attitude
helpful to employees in
higher positions
• Depends on personal drive &
ambition
• Long term by nature
• Broader focus
• It takes the route of discovery
or exploration of the potential
 Need of Training in Modern
Organizations
• Higher Productivity
• Quality improvement
• Reduction of Learning time
• Industrial Safety
• Reduction of Turnover & Absenteeism
• Technology Update
• Effective Management
 Importance of Training in Modern
Organizations
• Helps in addressing the employee’s weakness
• Improvement in Performance
• Ensuring Employee Satisfaction
• Increased Productivity
• Improved quality of Product and Services
• Reduced Cost
• Reduction in Supervision
 TRAINING OBJECTIVES
Training objectives are of three types and can be set as :

• Knowledge- Impart cognitive information and details to

trainees.

• Skill- Develop behavior changes in how jobs and task

requirement are performed.

• Attitude- Create interest in and awareness of the importance of

training.
 Objectives of Training
• To increase productivity

• To improve quality

• To help a company fulfill its future personnel needs

• To improve organizational climate

• To improve health and safety

• To improve the Personal growth of employees.

• To increase job satisfaction

114
Thanks For Listening.