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 2

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 3

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 4

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 5

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 6

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 7

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 8

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 9

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 10

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 11

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 12

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 13

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 14

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 15

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 16

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 17

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 18

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 19

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 20

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 21

Encouraging unlearning Explaining the need for change Organisational support and training Continuing support after implemenation Positive experience and informal support 22

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 23

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) 24