chap02b adult learning

7/30/2019 Chap02b Adult Learning

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JH601: Human Resource Development

2.1

CHAPTER 2: ADULT LEARNING

• LEARNING

•

ADULTS AS LEARNERS• BASIC TYPES OF LEARNING

• A THEORY OF ADULT LEARNING

• INSTRUMENTAL LEARNING

• COMMUNICATIVE LEARNING

• EMANCIPATORY LEARNING

• CRITICAL REFLECTION

• CRITICAL THINKING

• UNLEARNING

• HOLISTIC ADULT LEARNING

•

ORGANISATIONAL LEARNING




CHAPTER 2: ADULT LEARNING• LEARNING

• ADULTS AS LEARNERS

• BASIC TYPES OF LEARNING







• UNLEARNING


• ORGANISATIONAL LEARNING

2.2




LEARNING

Human beings are unique among all living organisms in thattheir primary adaptive specialisation lies not in someparticular physical form or skill or fit in an ecological niche,

but rather in identification with the process of adaption itself — in the process of learning. We are thus the learningspecies, and our survival depends on our ability to adapt notonly in the reactive sense of fitting into the physical andsocial worlds, but in the proactive sense of creating and

shaping those worlds.

(Kolb 1984: 1)

2.3





• LEARNING

•

ADULTS AS LEARNERS • BASIC TYPES OF LEARNING







• UNLEARNING


•


2.4




ADULTS AS LEARNERS

• The learning should be relevant to the real-life situations and

problems.

• The learning should incorporate the rich experiences of the adult

learners.

• The learning should involve the adult learner.

2.5





• LEARNING

•








• UNLEARNING


•


2.6


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• classical conditioning

• behaviour modification

• modelling

2.7

BASIC TYPES OF LEARNING




• LEARNING

•








• UNLEARNING


•


2.8



2.9

A THEORY OF ADULT LEARNING

INSTRUMENTAL LEARNING

Definition: Control and manipulate the environment or other people.

PRINCIPLES OF LEARNING

1. Start with known

2. Readiness to learn

3. Part learning

4. Spaced learning

5. Active learning

6. Overlearning

7. Multiple-sense learning

8. Feedback

a. Informational

b. Motivational

9. Meaningful material

10. Transfer of learning




• LEARNING

•








• UNLEARNING


•


2.10



2.11


COMMUNICATIVE LEARNING

Definition: To understand what is meant by another through

speech, writing, drama, art or dance.

• Not debate

– Debate discourages enquiry and encourages winning

• Rational discourse

–

Understand the position of the other party and, in turn, to havehis/her own position understood.

• Knowledge generation

– Externalisation, combination, internalisation, socialisation.




• LEARNING

•








• UNLEARNING


•


2.12



2.13


EMANCIPATORY LEARNING

Definition: Where individuals transform their basic forms of reference.

• Frames of reference or meaning structures

– Deep-seated underlying values and belief systems

– Consist of a hierarchy of assumptions

Paradynamic — The most basic, powerful and broadest set of predispositions

Prescriptive — Guidance on what one ‘ought to’ or ‘should’ do in particular situations

Causal — A behaviour or action which will cause a predictable and acceptable outcome




• LEARNING

•








• UNLEARNING


•


2.14



2.15


CRITICAL REFLECTION

Definition: A process that changes a frame of reference by discerningly examining the foundations of beliefs .

•

Disorientating dilemma — a sudden and traumatic occurrence that challenges a paradynamic assumption.\

• Slow Conversion — Changing clusters of causal and prescriptive assumptions until a paradynamic assumption is

transformed • Changing frames of reference is difficult as they are well defended and will be accompanied by a high emotional reaction

• Hegemonic assumptions are usually recognised as worthy of change



2.16


• LEARNING

•








• UNLEARNING


•




2.17

CRITICAL THINKING

Definition: The process of examining our knowledge of a topic or the logic used to change our knowledge of a topic .

Components of critical thinking:

problem solving – scientific problem solving

– system beta

creativity

evaluation

dialectic thinking

logical reflection



2. 18


• LEARNING

•








• UNLEARNING


•





2.19

UNLEARNING

• Discarding ineffective or obsolete methods and theories

• A recent phenomenon because of information explosion

• Overwriting model — erasing obsolete knowledge in favour of

more serviceable knowledge

• Parenthetic model — Old knowledge is held to one side (i.e. in

parenthesis or brackets) while new knowledge is added













• UNLEARNING



2.20




2.21

HOLISTIC LEARNING

• Adult learning is not merely instrumental learning.

• Need a holistic view of adult learning.

•

See Figure 2.1 in the textbook.

• Holistic view:

– tacit knowledge and paradynamic assumptions interact at the sub-conscious level.

– emotions, critical thinking, critical reflection and explicit knowledge interact at the conscious level.

– sub-conscious and conscious levels affect behaviour at the activity level.













• UNLEARNING



2.22

2 23



JH601 H R D l t

2.23


• Learning can be examined also at the organisation level.

• Single loop learning concentrates on the symptoms and is

similar to instrumental learning.

• Double loop learning occurs when the underlying values of the

system are questioned or altered.

• The organisational equivalent of hegemonic assumptions are

called organisational defence mechanisms:

– the undiscussables

– defensive routines.

chap02b adult learning

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