1 learning theory & psychology

10/04/2023 www.allenbusinessconsultancy.com 1

Learning Theory & Psychology

FETAC Level 6 Train the Trainer – Unit 1


Definitions

• Training is “Organized activity aimed at imparting information and/or instructions to improve the recipient's performance or to help him or her attain a required level of knowledge or skill”

• Learning is “a relatively permanent change in behaviour based on an individual's interactional experience with its environment.”


Learning theory frameworks

• Behaviourism: focuses only on the objectively observable aspects of learning

• Cognitivism: Cognitive theories look beyond behaviour to explain brain-based learning

• Constructivism: views learning as a process in which the learner actively constructs or builds new ideas or concepts


Learning styles

• David Kolb's model• Honey and Mumford’s model• Fleming's VAK/VARK model• Knowles Andragogical learning theory

• MASLOW’s Hierarchy of needs model

• Herzberg’s Motivation / hygiene theory


David Kolb’s model


David Kolb

• Stage I - Concrete Experience• An individual carries out a particular action

and then observes the effect of the action in this situation. Experiencing or immersing oneself in the "doing" of a task is the stage in which the learner simply carries out the task assigned. The engaged person is usually not reflecting on the task at this time but rather just carrying it out with intention


David Kolb

• Stage II - Reflective Observation• Reflection involves stepping back from task involvement

and reviewing what has been done and experienced. The skills of attending, noticing differences, and applying terms helps identify subtle events. One's paradigm (values, attitudes, values, beliefs) influences whether one can differentiate certain events. Understanding of the effects of an action in the particular instance is required in order to anticipate what would follow from the action if it was to be taken again under the same circumstances.


David Kolb

• Stage III - Abstract Conceptualization• Conceptualization involves interpreting the events

that have been noticed and understanding the relationships among them. It is at this stage that theory may be particularly helpful as a template for framing and explaining events. One's paradigm again influences the interpretive range a person is willing to entertain. Understanding the general principle under which the particular instance falls does not imply ability to express the principle in a symbolic medium


David Kolb

• Stage IV - Active Experimentation• Application through action in a new

circumstance within the range of generalization. Within this context planning enables taking the new understanding and translates it into predictions about what is likely to happen next or what actions should be taken to refine the way the task is handled.


Honey and Mumford’s model

• In the mid 1970’s Peter Honey and Alan Mumford adapted David Kolb’s model for use with a population of middle/senior managers in business.

• Two adaptations were made to Kolb’s experiential model. Firstly, the stages in the cycle were renamed to accord with managerial experiences of decision making/problem solving


Honey & Munford


Honey & Munford

• The Honey & Mumford stages are in the cycle are:

1. Having an experience2. Reviewing the experience3. Concluding from the experience4. Planning the next steps.


Honey & Munford


Honey & Munford

• Secondly, the styles were directly aligned to the stages in the cycle and named:

1. Activist, 2. Reflector, 3. Theorist and 4. Pragmatist


Honey & Munford


Homey & Munford


Honey & Munford


Fleming's VAK/VARK model


Flemings VARK model

• Fleming claimed that visual learners have a preference for seeing (think in pictures; visual aids such as overhead slides, diagrams, handouts, etc.). Auditory learners best learn through listening (lectures, discussions, tapes, etc.). Tactile/kinesthetic learners prefer to learn via experience—moving, touching, and doing (active exploration of the world; science projects; experiments, etc.).


Knowles Andragogy theory


Knowles Adragogoy

• Beginning in the 1950s Malcolm Knowles developed a new theory - which he called "Andragogy" - in the context of adult learners. This is often contrasted with the child's learning methods - pedagogical learning.

• The key difference between pedagogical learning and andragogical learning is that the role of the educator is minimized. If someone fails to learn, it is not assumed to be the failure of the instructor.

http://en.wikipedia.org/wiki/Malcolm_Knowles

http://en.wikipedia.org/wiki/Andragogy


Knowles Androgogy

• The central idea in the context of adult learning is that it is only after convincing him- or herself of the rationale of learning that an adult will decide to learn. Hence, adults cannot be treated like children. Therefore it is assumed that workshops and seminars organized by the students themselves create a better learning environment than those organized externally


How does the Hierarchy Work?

• - A person starts at the bottom of the hierarchy (pyramid) and will initially seek to satisfy basic needs (e.g. food, shelter)

• - Once these physiological needs have been satisfied, they are no longer a motivator. the individual moves up to the next level

• - Safety needs at work could include physical safety (e.g. protective clothing) as well as protection against unemployment, loss of income through sickness etc)

• - Social needs recognise that most people want to belong to a group. These would include the need for love and belonging (e.g. working with colleague who support you at work, teamwork, communication)


How does the Hierarchy Work?

• - Esteem needs are about being given recognition for a job well done. They reflect the fact that many people seek the esteem and respect of others. A promotion at work might achieve this

• - Self-actualisation is about how people think about themselves - this is often measured by the extent of success and/or challenge at work

• Maslow's model has great potential appeal in the business world. The message is clear - if management can find out which level each employee has reached, then they can decide on suitable rewards.


Herzberg’s 2 factor (motivation theory)


• Herzberg's Two Factor Theory is a "content theory" of motivation" (the other main one is Maslow's Hierarchy of Needs).

• Herzberg analysed the job attitudes of 200 accountants and engineers who were asked to recall when they had felt positive or negative at work and the reasons why.

• From this research, Herzberg suggested a two-step approach to understanding employee motivation and satisfaction:

http://tutor2u.net/business/people/motivation_theory_maslow.asp


Hygiene Factors

• Hygiene factors are based on the need to for a business to avoid unpleasantness at work. If these factors are considered inadequate by employees, then they can cause dissatisfaction with work. Hygiene factors include:

• - Company policy and administration• - Wages, salaries and other financial remuneration• - Quality of supervision• - Quality of inter-personal relations• - Working conditions• - Feelings of job security


Motivator Factors

• Motivator factors are based on an individual's need for personal growth. When they exist, motivator factors actively create job satisfaction. If they are effective, then they can motivate an individual to achieve above-average performance and effort. Motivator factors include:

• - Status• - Opportunity for advancement• - Gaining recognition• - Responsibility• - Challenging / stimulating work• - Sense of personal achievement & personal growth in a job


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Allen Business Consultancy

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Harvey Allen

1 learning theory & psychology

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