Professional Documents
Culture Documents
Learning
Barras Stone
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agenda
1.
2.
3.
4.
5.
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Improve productivity.
Improve performance.
Improve knowledge development.
To retain key staff.
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the link
The acquisition of and effective use of knowledge
Personal mastery
Organisations learn only through people who
learn
The essentially dynamic nature of managerial
work makes an ability to learn effectively a
fundamentally important competence for
managers.. Watson p444
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2 what is learning?
a relatively permanent change in behaviour as
a result of practice or experience ..
Knowledge
Skills
Attitudes
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Theories of learning
Behavioural theories
Cognitive theories
Theories of mental processes
http://www.youtube.com/watch?v=SFV6h6MXQkI&NR=1
Experiential theories
Self development
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. Classical conditioning
(Rollinson,2008, p175)
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operand conditioning
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experiential learning
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andragogy
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learning stages
Gagne (1975) see Weightman (1999)
1 Motivation
2 Perception
3 Acquisition
4 Retention
5 Recall
6 Generalisation
7 Performance
8 Feedback
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Learning Styles
since ~1900: theoretical & empirical
research in UK, US & Western Europe
71 models of Learning styles ..
Witkin - field dependence
VAK - visual, audio, kinesthetic
Gardner - multiple intelligence
Kolb
And Honey and Mumford
BUT very few robust studies for reliable
& valid evidence (see Collfield et al, 2004)
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Reflective Learning
http://www.youtube.com/watch?v=
ObQ2DheGOKA
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2
I am allowed to watch then think over activities
3
I am offered part of a model or theory
4
I can see the link between the subject and a practical
way to use it
5
I can involve myself in 'here and now' activities
6
I am able to stand back from things
7
I am intellectually stretched
8
I am introduced to ideas that have a practical value
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Learning Styles
Experience ACTIVIST
Review experience REFLECTOR
Form hypothesis - THEORIST
Plan next steps PRAGMATIST
(Honey and Mumford, 1992)
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3 Learning at an organisational
level
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Knowledge Management
1. Using accessible knowledge from
outside sources
2. Embedding and storing knowledge
throughout the organisation
3. Representing the knowledge
4. Promoting knowledge growth
5. Transferring and sharing
knowledge
6. Assessing the value of the
knowledge
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Knowledge Transfer
conveying the knowledge from
one source to another source
transmission plus absorption
.. Both explicit and tactic knowledge
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Communities of Practice
Learning in a social context ..
.. (in)formal, self-organising networks of people
dedicated to sharing knowledge in an area of
common expertise or interest Gibb, 2008 p 268
The emphasis is on tacit rather than codified
knowledge
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Traditional
Specifying the way tasks
are organised
Establishing routine
Orchestrating work
Assuming predictable
Explicit knowledge
Top down control
CoPs
Exploring the way tasks
are done
Being spontaneous
Improvising work
Responding to change
Tacit knowledge
Bottom up generation of
learning
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Identity capital
Human capital
Social capital
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Job/Occupational level.
3.
Personal level .
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Productivity measures
Benchmark data
Appraisals
. (plans?)
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d.
a.
b.
c.
35
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standards
objectives
implementing
competence
improving
doing things
better
excellence
innovating
pioneering
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Aims general.
Objectives - more precise.
Targets specifying desired outcomes.
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Evaluating Outcomes
5 levels of evaluation
1. Reaction level immediate subjective feedback, e.g. like or
not.
2. Immediate level measuring outcomes in terms of
knowledge, skills and attitudes.
3. Intermediate level assess impact of L&D on job
performance.
4. Ultimate level measure impact of L&D on organisational
performance.
5. Return on Investment.
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HRD
HRD
learner
learner
manager
manager
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alignment
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review
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