The role and theory of learning

Chapter 4
Mankin: Human Resource
Development
 Perspectives on learning
• Psychological theories focus on human cognition
and the development of representations or mental
models of the world around us within an individual’s
mind (Bowden & Marton, 2004). Knowledge is
acquired through reading, listening and writing.

• Sociological theories argue that cognition is also

situated in the workplace, distributed across group
members and learning occurs as a result of the social
interaction between group members. Knowledge is
socially constructed.
 Adult learning
There is no definitive theory of adult learning,
rather:
“adult learning theory refers to a collection of
several concepts and theories that explain
how adults learn, and adult learning is
reviewed as a process that adults engage in
that results in a relatively long-term change in
the domains of attitude, knowledge, and
behaviour” (Yang, 2004: 130).
Behavioural learning theory
Behavioural and cognitive
learning theories
Behavioural, cognitive and experiential
learning theories
 Using the experiential learning cycle

As an individual think about a recent

situation or experience and apply the
learning cycle to it:

1. The concrete experience was…

2. My reflections on the experience are…
3. The conclusions I drew are…
4. Next time I plan to…
 Learning styles
Learning styles are not theories of learning. Instead,
they acknowledge how individuals can vary in their
response to learning situations, methods and
techniques. This information can be used in a variety
of ways:
– By HRD practitioners to inform the design process.
– By the learner to identify appropriate learning methods to
develop his/her approach to CPD; to identify weaker
preferences that might need to be improved.
– By the line manager to inform decisions about how best
subordinates can achieve their personal development plans.
Psychological and sociological
theories of learning
 Some key concepts (1)
• Emotional intelligence is about dealing with
emotions effectively and can be viewed as an ability
or competency (McEnrue & Groves, 2006).

• Action science focuses on the individual as an

agent of the organisation and distinguishes between
single and double loop learning (Argyris, 1995).

• Action learning is a form of learning-by-doing that

involves a group approach to solving problems
encountered in the workplace (Revans, 1983, 1991).
 Some key concepts (2)
• Reflective practice involves thinking critically
about specific incidents and examining what
happened, how it happened and why it
happened. The outcome of this process is
often some form of learning that involves an
adjustment to how we think and act in the
world.

• It can take place in isolation and within a

social context.
 Some key concepts (3)
• Self-directed learning (SDL) reflects the
extent to which individuals are believed to be
taking more responsibility for their own
learning.

• E-learning is a learning and development

delivery system that relies on technology and
normally requires the learner to engage in
self-directed study. It is not a learning theory
but does emphasises cognitive learning.
 Types of e-learning
• Web-based training tends not to involve any support
from HRD practitioners (i.e. treated very much like a
distance learning approach);
• Supported on-line learning involves on-line trainer
support;
• E-learning community involves on-line knowledge
sharing amongst a group of learners (and can be
supported by an online facilitator);
• Informal e-learning whereby learning occurs as a
result of on-line communications with others who can
be internal or external to the organisation.
(Sloman & Reynolds, 2003)
 Some key concepts (4)
• Blended learning involves a range of
learning methods, underpinned by a range of
learning theories, which are combined or
blended together.

• “Provides traditional social interaction forums,

and uses technology to create links to
repositories of information that can be used to
share knowledge and to learn” (Macpherson
et al, 2004: 300).
 Adult motivation to learn
Key reasons why and how learners are motivated to
learn include:
• Learners decide the need for training (as opposed to
being imposed).
• Previous experiences on training courses (which can
be negative, de-motivating, or positive, motivating).
• Supportive work context that will encourage transfer
of learning and further experimentation/learning.
• Job satisfaction and relevance of learning to present
and future roles.
 Potential barriers to learning
• Personal: many individuals have memories of bad experiences
from earlier in their lives, especially about school. Anxiety and
negative attitudes may need to be overcome.

• Practical: a wide range of factors, including lacking of financial

support, lack of time, lack of facilities and equipment etc.

• Organisational: many organisations do not make learning a

priority and the culture that evolves is not conducive to
supporting continuous development.

• Social: depending on the extent to which an organisation is

dependent on the local labour market rather than the external
labour market generally, problems of literacy and the motivation
to learn may be more or less prevalent.
Knasel et al (2000)