Transcript File - MAJU SUPPORT

LEARNING
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Concept of learning
Definition of learning
Cramp –learning
Theories of learning
Principle of Learning
Learning Styles
Simple rules of learning
Learning
• “Any relatively permanent change
in behavior or potential behaviour
as a result of direct or indirect
experience.”
• In simple terms learning is
understood as modification of
behavior through practice ,
training and experience
70%
20
10
We learn 70% on the job and experiences that we face , 20%
feedback and 10 % by formal training and development
CRAMP TAXONOMY
• Industrial Training Research Unit took the work of
Belbins to develop the CRAMP taxonomy.
COMPREHENSION – It involves learning theoretical subject
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matter. It is knowing how, why & when things happen. Eg –
Science, Maths
REFLEX LEARNING – It involves acquiring skilled movements
or perceptual skills. Eg- Typing
ATTITUDE DEVELOPMENT – It involves people to change
their attitude and social skills , very difficult sort of learning. Eg
Mgmt leadership course.
MEMORY TRAINING- It involves learning information by heart.
Eg. Actors learning their dialogues, Medical students learning
the names of the bones.
PROCEDURAL LEARNING –It involves understanding the
location of items and the items need not be memorized.
Eg. Engineers knowledge about closing the plant for
maintenance.
THEORIES OF LEARNING
CLASSICAL CONDITIONING
• Ivan Pavlov discovered this theory
• An important behavioural process was identified
• An experiment conducted on dog and tried to relate
its salivation and the ringing of the bell.
• Eg – Police Dept – Traffic
• Eg – If an individual is struck by a pin, he would flinch,
– if he is tapped below the knee he would flex his
– lower leg,
if he hears loud surprising noise he would scream /
jump ,
if he gets an electric shock then he would scream /
jump
CLASSICAL CONDITIONING
Before Conditioning
Bell
No Response
Unconditioned
Response (UR )
Salivation
Unconditioned
Stimulus Food
During
Conditioning
Conditioned
Stimulus
(Bell )
Unconditioned
Stimulus Food
Unconditioned
Response
(salivation )
CS Bell
After Conditioning
CR (salivation
THEORIES OF LEARNING
Operant conditioning / Instrumental Conditioning
• “A type of learning in which desired voluntary
behavior leads to a reward or prevents a
punishment.”
• It emphasizes on voluntary behaviours.
• Researchers called them operant because they
operate on the environment.
• Eg – Inserting one rupee coin in the coffee vending
machine, we learnt from the past experience how to
cause environment (machine) to deliver a cup of
coffee.
• Eg - A small child would beg for sweets , he is
successful if eventually he gets sweets.
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• Behaviour is a function of consequences
Operant Behaviour & Consequences
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Individual
Behaviours
Consequences
Works
Is paid
Talks to others
Meets more people
Enters a restaurant
Obtains food
Enters a library
Finds a book
Increase productivity
Receives merit pay
Completes difficult
assignment
Receives praise and
promotion
THEORIES OF LEARNING
COGINITIVE CONDITIONING
• People are conscious active participants in how they
learn
• This theory assumes that the organism learns the
meaning of various objects and events & learned
responses depending on the meaning assigned to
stimulus.
• People draw on their experiences & use past learning
as the basis for present behaviour.
• Eg- An Employee when faced with job assignment will
use previous experience in deciding which one to
accept.
THEORIES OF LEARNING
Social learning / Observational Learning
• “A
theory that says people can learn through
observation and direct experience.”
• The important role models include Parents, Teachers,
Peers, Motivational Pictures or sayings, bosses and
Social Circles
• An individual acquires new knowledge by observing
what happens to his or her model vicarious learning
• The learner must pay attention to the model,
observer must have good retention, the observers
must practice the behaviour and the learner must
have motivation.
• Eg – A toddler or a new hire
• Transfer of learning
Berelson and Steiner suggested that learning can be
transferred from one situation to another and the
extent of such transfer is a function of the extent of
similarity in response.
Generalization (repetition of initial behaviour) No
two situations are alike. Responses to certain
situations can be applied to similar but different
situations. The individual can adjust to new learning
situations more smoothly because of previous
learning experience. Eg- the plant mgr of mfg co.
who has a history of effective troubleshooting
Discrimination -(choosing new behaviour) It is the
ability to differentiate between relatively similar
stimuli where generalization would yield negative
consequences
Eg- The plant mgr is assigned new plant which
runs smoothly.
PRINCIPLES OF LEARNING
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MOTIVATION
Without inner drive or innate desire we would not able to learn.
REINFORCEMENT- It is the attempt to develop or strengthen desirable
behaviour
Positive – strengthens and enhances behaviour by presentation of positive
reinforcers.
Primary reinforcers – satisfy primary needs like basic biological needs
Secondary reinforcers – These include status, grades, money, trophies, appreciation
etc.
Negative – strengthens and increases behaviour by the threat of and the use of an
undesirable consequence
• PUNISHMENT- Is the attempt to eliminate or weaken undesirable behaviour.
For eg – An athlete who is very offensive on the sports ground is ejected from the
game.
• Eg Corporal Punishments in school, a fear of school children for not completing the
homework and class work.
EXTINCTION - Is the weakening of behaviour by ignoring it or making sure it is not
reinforced. It needs time and patience to be effective.
LEARNING CURVE
LEARNING STYLE
Feeling
Accomodator
Diverger
Eg. Action oriented careers like
politics, mktg, public relations, and
mgmt
Eg-Careers in entertainment, arts
and service sector
Doing
Observing
Converger
Assimilator
Eg-Seeks technical careers,
in various fields of scientific
mgmt, work at engineering,
production supervision, IT &
managerial jobs
EG- Careers in Education, information
and science
Thinking
Simples Rules of Learning
• The capacities of learners are important in determining
what can be learned and how long will it take to learn
it
• The order of presentation of materials to be learned is
very important
• Showing errors is how to do something can lead to
increase in learning
• The rate of learning tends to be very rapid
immediately after learning
• Learning is aided by active practice rather than
passive reception
• Repetition of identical materials is often as effective in
getting things remembered as repeating the same
story but with variations
Learning in NUTSHELL
• Attention makes us receptive to
information, which we, process together with
prior knowledge, until we arrive at,
conclusions and understanding, which we then
apply and test for confirmation
THE BEST MINUTE I SPEND
IS THE ONE I INVEST IN PEOPLE