Human Resource Development, Case Study Analysis

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Managing Learning and Knowledge Capital

Human Resource Development:

Chapter 2

Adult Learning

Copyright © 2010 Tilde University Press

Learning

  • A relatively permanent change in behaviour or behaviour potential resulting from experiences
  • A complex process that occurs throughout life that allows people to adjust to the many changes that occur
  • One becomes more capable of more sophisticated, more flexible and more creative action
  • Is what makes humans unique

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Adults as learners

  • Adults may use learning processes that are different from of children
  • Assumptions of pedagogical and andragogical models of learning
  • Adult learning principles
  • Relevant to the real life situations and problems
  • Incorporate the rich experiences of the learners
  • Involve the learner

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Basic types of learning

  • Classical conditioning
  • Unconditional stimulus/conditioned stimulus leading to the response
  • Behaviour modification
  • Every behaviour is supported by a reward
  • Modelling
  • Imitate the behaviour of an important other

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Two basic types of knowledge

  • Tacit knowledge
  • In the mind of the individual
  • Unarticulated and tied to the senses
  • Important for solving problems or challenges
  • Explicit knowledge
  • Can be declared – e.g. drawings, writings
  • Can be shared at low cost between individuals

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Processes of generating knowledge

  • Combination
  • Explicit to explicit – e.g. this lecture
  • Externalisation
  • Tacit to explicit
  • Simplistic form of the tacit
  • Internalisation
  • Explicit to tacit
  • Reflection
  • Socialisation
  • Tacit to tacit

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Transformational learning

  • Instrumental learning
  • Learning to control and manipulate the environment
  • Communicative learning
  • Understanding each other’s inner world
  • Emancipatory learning
  • Becoming free of hegemonic assumptions

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Instrumental learning

Learning to control and manipulate the environment

Same as communicative learning

Assumes a set of universal information that can be transmitted

For example, learning how to use a machine safely

Based on a number of principles of learning

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Principles of learning

  • Starting with the known
  • Identify the learner’s current level of knowledge
  • Readiness to learn
  • Will be more effective when ready to learn
  • Part learning
  • Separate into small pieces – e.g. 7 + or - 2
  • Spaced learning
  • Put spaces between the pieces e.g. time
  • Active learning
  • Learning by doing – also can be a space

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Activity

  • Select a blank piece of paper
  • Turn all your notes upside down so you cannot see them
  • On the blank piece of paper, list the first five principles of learning, in order
  • People will be nominated to identify each principal
  • Others will be asked to describe the principal

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Principles of learning (continued)

  • Over learning
  • Repetition in a subtle, yet effective way
  • Multiple sense learning
  • 80% of information is taken in through sight
  • Feedback
  • Informational and motivational
  • Meaningful material
  • Acceptable and useful to the learner
  • Transfer of learning
  • Similar to the working situation

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Activity

  • Select a blank piece of paper
  • Turn all your notes upside down so you cannot see them
  • On the blank piece of paper, list the last 5 principles of learning, in order
  • People will be nominated to identify each principal
  • Others will be asked to describe the principal

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Communicative learning

  • Dynamics of understanding others
  • Validity of another’s personal beliefs
  • Not a debate. A debate uses Model I theory-
    in-use:
  • Remain in unilateral control
  • Minimise losing and maximise winning
  • Suppress negative feelings
  • Give the appearance of being rational

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Communicative learning (continued)

  • Discourse
  • Search for common understanding
  • Justification of a belief
  • Rational discourse
  • Allows each party to understand the position of
    the other
  • Reflective discourse
  • Occurs after rational discourse
  • Critical assessment of views
  • May lead to change of personal beliefs

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Communicative learning (continued)

  • Is often avoided when designing a learning program
  • Needs more time
  • Needs highly skilled facilitator
  • Is important because
  • Tends to have a more profound and long-term impact
  • Develops critical thinking and critical reflection
  • Will occur when using learning strategies such as the discussion, case study and role play

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Emancipatory learning

  • Transform basic frames of references
  • Those deep-seated underlying value systems that shape our everyday behaviours and attitudes.
  • Consist of:
  • Paradigmatic assumptions
  • Prescriptive assumptions
  • Causal assumptions

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Role of frames of reference

  • Automatically selects a behaviour/attitude – thus saving time and energy
  • Filter information, accepting that which supports & rejecting that which does not
  • Very well defended
  • Any change is usually accompanied by a highly emotional reaction

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Changing frames of reference

  • Incremental approach
  • Gradually change an associated cluster of causal and then prescriptive assumptions
  • Usually through communicative learning and modelling
  • Epochal approach
  • Disorienting dilemma causing cognitive dissonance
  • Critical reflection – content/process/premise reflection

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Importance of emancipatory learning

  • Changes a hegemonic assumption
  • Seem to make life easier but work against our long term best interests
  • Critical reflection is the key
  • Such change is critical to organisations so that the organisation can survive the dynamic environments

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Critical thinking

  • The logic we use to change our knowledge
  • The “Q” part of L = P + Q
  • Components
  • Problem solving
  • Scientific problem solving
  • System beta
  • Creativity
  • Evaluation
  • Dialectic thinking
  • Logical reflection

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Unlearning

  • Natural forgetting is now not quick enough
  • Individual unlearning
  • The overwriting model
  • The parenthetic model
  • The longer in the job, the more difficult
  • Managing unlearning
  • Feelings and expectations
  • Individual inertia
  • History of organisational change

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Encouraging unlearning

  • Explaining the need for change
  • Organisational support and training
  • Continuing support after implemenation
  • Positive experience and informal support

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Holistic adult learning

  • See Figure 2.1
  • The overlap of tacit knowledge and paradigmatic assumptions
  • The role of emotions
  • The linked role of critical thinking and critical reflection
  • The filtering down of all of the above into a simplistic form called “explicit knowledge”
  • We see explicit knowledge as a behaviour

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The practical application

  • Adult learning is much more than instrumental learning
  • Just look at all the concepts discussed in this chapter !
  • Adult learning is even more complex, consider:
  • The time delay in learning (see Figure 2.2)
  • The effect of stress on learning (see Figure 2.3)

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