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T2: Adult learning (Ch2/3/4) ((Principles of adult learning (p.59)…
T2: Adult learning (Ch2/
3
/4)
Knowledge (p.56)
Creation phases (p.57)
Combination (explicit to explicit)
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Socialisation (tacit to tacit) - relies on modelling
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Internalisation (explicit to tacit)
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Externalisation (tacit to explicit)
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Types (p.56)
Explicit
Tacit
Continuing education and learning (Ch2)
Four models: (p.40)
Wholly educational institution-based experiences (p.42)
Wholly work-based experiences (p.41)
Work-based experiences with educational interventions (p.41)
Work-based experiences with direct guidance (p.41)
Some roles of HRD practitioners (p.38)
Foster an environment conducive to learning where communication is most prominent
Integrating and facilitating learning from various sources outside the workplace
Promoting independent and self-directed learning
Working and learning with co-workers
Arranging work process to assist learning
Principles
of adult learning (p.59)
Transfer of learning
Meaningful material
Feedback
Multiple sense learning
Overlearning
Active learning
Spaced learning
Part learning
Readiness to learn
Starting with the known
Types of learning
Modelling (Bandura) - optimal in HR (p.55)
Most successful when:
Connected to appropriate reward
Within learners range of competence
Model's behaviour stands out
Model is liked/respected
Behaviour modification (Skinner) - used in HR (p.54)
'Reward' is subjective
Payrise, bonus, promotion, praise, award
Reinforcement
Negative - remove something of value
Positive - give something of value
Reward / operant conditioning
Classical conditioning (Pavlov) - not suitable for HR (p.53)
Ways of learning (p.52)
Approaches
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Andragogy = unstructured, self-direct, independent
Predagogy = structured, other-directed, dependent
While the assumptions are generalised to children or adults, they overlap and approaches can be used for vice versa in different situations and with different groups of people
Comparative table 3.1 (p.52)
Andragogy = Adults
Motivation
Orientation for learning
Need to know
Readiness to learn
Experience
Self-concept
Pedagogy = Children
Video and 1 reading
Stress and learning (p.86)
Holistic view of adult learning - pulls all aspects above together in Figure 3.1 (p.82)
Critical thinking (p.75)
Creativity (p.77)
Logical reflection (p.78)
Evaluation (p.78)
Dialectic thinking (p.78)
Problem solving (p.76)
System Beta
- Revans (p.77)
Survey
Review
Hypothesis
Audit
Experiment
Scientific problem solving - Dewey (p.76)
Unlearning (p.79)
Ways: (p.81)
Continuing support after implementation
Organisational support and training
Explaining the need for change
Needed when: (p.80)
History of organisational change
Inertia
Feelings and expectations
Transformational learning
model
(p.58)
Table 3.3 links knowledge types, creation to this learning model (p.75)
Domains are loosely connected to creation phases
Three domains of adult learning
Emancipatory learning (p.67)
Aims to challenge/change frames of reference through
critical reflection
(p.72)
Our
frames of reference
- Hierarchy of assumptions (p.67)
Causal (p.69)
Prescriptive (p.68)
Paradigmatic (p.68)
Communicative learning (p.63)
Methods
Debate (not as effective as next two)
Rational discourse
Reflective discourse
Pathways to creation phases (p.65)
Socialisation (p.65)
Externalisation > Combination > Internalisation - repeating cycle -described on p.65
Instrumental learning (p.59)
E.g. procedural training
Empirical and objective
Often task-oriented problem sloving
Jack Mezirow (1994)