Description
The PPT describes about learning along with the various learning styles and also the learning cycle and process.
Learning
Learning
•
•
•
•
People say they learn a great deal over their lives, without necessarily being able to identify either what they want to learn or what they have learned As our working world changes around us, the need grows to learn efficiently, effectively and quickly.Hence managers need to be assisted to learn more effectively from a variety of experiences – and this means helping them to learn how to learn. Learning is a change in you that effects a change in some or all of your work activities. Learning at work means using the situation and events that arise from the activities you undertake at your place of work as the medium to facilitate learning.
Learning
•
•
•
•
“Every time I think I?ve seen it all and experiences all that life has to occur, I get hit with a new experience that thrusts me into a new reality” – Nathan Mc Call Do not expect the things to remain the same. Do not expect to stay the same. Experience should change you. A learner outlook means being prepared for people and situations to move on. In any situation there is a choice; the choice may not be one that is welcome but there will rarely be less than one way out of a situation Learning does not occur in vacuum: It is reliant upon a range of other resources: Goals, guidance, technology, time & space, learning materials, environment, motivation, standards, people.
The Benefits of Learning
Most people do not learn things unless there is a purpose to the learning, especially in the work context. Different people seek different benefits including: -A wish to increase their competence in their work -A wish to develop their competence in new areas of skill and knowledge -A wish to improve their career prospects -A wish to improve the personal satisfaction they get from their work -A less immediate wish to gain the rewards associated with any of the above – financial, psychological, or social
What is Learning?
•
• • • •
Winston Churchill: “I am always willing to learn, though I do not always like being taught”. What someone else tries to teach you may not result in your achieved learning Learning has at least two meanings: The process by which we acquire knowledge, skills or insight The end result of the process – achieved knowledge, skills or insight Learning can be incremental; adding existing knowledge, skills and insights but within the current contexts. Or transformational; developing knowledge, skills and insights related to a changed view of what the job is all about.
What is Learning?
•
• •
•
Learning has happened when people can demonstrate that they know something that they didn?t know before (insights and realizations as well as facts) and / or when they can do something they couldn?t do before (skills). “Do not believe a person who says „This is how you do it?”. No single approach can meet the diverse needs of adults seeking to improve their learning abilities at work. Individual and organizational norms, values and preferences all impact on how and what is learned. A career-resilient workforce is dedicated to the idea of continuous learning and also stands ready to reinvent themselves to keep pace with change. It reframes the context of change from a problem to an opportunity.
The Learning Process
There are five major reasons why people do not learn as effectively as is desirable: 1. They do not recognize an activity as learning – they simply see it as „doing a piece of work?. 2. They partially see something as involving learning, but fail to use the opportunity fully. 3. An off-the-job learning experience is badly designed and/or implemented 4. The opportunity for learning is provided in a way which fits poorly with the way in which an individual likes to learn. 5. The learning opportunity is not perceived as relevant to the needs of, and benefits sought by, the learner.
The Learning Cycle
Since we learn mostly by doing things and than thinking about how we have done them, The learning sequence can be set out as a learning cycle. Having an experience
Planning
Reviewing
Concluding All designed learning experiences should take people round the cycle in appropriate balance And sequence, and all activities at work which contain learning potential should similarly be ana;lyzed and monitored through each stage of the cycle.
Preferred ways of Learning
•
•
• •
If everyone followed the learning cycle by giving sufficient attention at each stage of the cycle then we would increase the chances of learning effectively. Effective learning for individuals requires a recognition that one of the reasons why individuals do not learn fully from any particular experience is that it may not match the way in which they like to learn. Thus the fact is that different people have different reactions to an apparently similar experience which could involve learning. The individual?s styles are consistent with the four stages of the learning cycle – so one of the reasons why individuals do not give appropriate attention to each stage of the cycle is that they simply do not like that particular kind of learning
The Learning Cycle and Styles
Doers: Activists & Pragmatists
Activist Having an experience Pragmatist Planning the next steps Reflector Reviewing the experience
Theorist Concluding From the experience
Thinkers: Reflectors & Theorists
“Doers” learn best from activities where:
?
? ? ? ? ? ? ?
There are new experiences / problems They can engross themselves in short „here & now? activities: role plays, etc. Where they have a lot of visibility They are put into a difficult task without support There is an obvious link between subject matter and opportunity on the job They are shown techniques for doing things with practical advantages currently applicable in their jobs They have the chance to try out and practice techniques with coaching / feedback from a credible expert They can concentrate on practical issues
“Thinkers” learn best from activities where:
?
? ? ? ? ? ? ?
They are encouraged to watch / think / chew over activities They are allowed to think before action, to assimilate before commenting They have the opportunity to review what has happened, what they have learned They can reach a decision on their own time without pressure and tight deadlines They have time to explore methodically the associations and interrelationships between ideas, events and situations They are in structured situations with clear purposes They have a chance to question and probe the basic methodology, assumptions or logic behind something They are intellectually stretched
Activists
•
Learns best from relatively short here-and-now tasks • These may be managerial activities on the job or on courses: such as business games and competitive teamwork exercises • They learn less well from situations involving a passive role such as listening to lectures or reading Strengths: Flexible & open minded; Happy to have a go; Happy to be exposed to new situations; Optimistic about anything new and therefore unlikely to resist change. Weaknesses: Tendency to take the immediate obvious action without thinking; Often take unnecessary risks; Tendency to do too much themselves; Rush into action immediately
Reflectors
•
Learn best from activities where they are able to stand back, listen and observe. • They like collecting information and being given the opportunity to think about it. • They learn less well when they are rushed into things without the opportunity to learn. Strengths: Careful, thorough, methodical; Thoughtful, rarely jump to conclusions; Good at listening, assimilating information. Weaknesses: Tendency to hold back from participation; Slow to reach a decision; Tendency to be cautious, less risks; Non-assertive – not forthcoming
Theorists
•
Learn best when they can review things in terms of a system, a concept, a model or a theory. • They are interested in and absorb ideas even where they may be distant from current reality. • They learn less well from activities presented without this kind of explicit or implicit design. Strengths: Logical „vertical? thinkers; Rational and objective; Good at asking probing questions; Disciplined approach. Weaknesses: Restricted in lateral thinking; Low tolerance to uncertainty, disorder and ambiguity; Intolerant of anything subjective or intuitive; Full of „shoulds, oughts and musts?.
Pragmatists
•
Learn best when there is an obvious link between the subject matter and the problem or opportunity on the job. • They like being exposed to techniques or processes which can be applied in their immediate circumstances. • They learn less well from learning events which seem distant from their own reality. “Does it apply to my situation?” Strengths: Keen to test things in practice; Practical, down to earth, realistic; Business like – straight to the point; Technique oriented. Weaknesses: Tendency to reject without an obvious application; Not interested in theory / basic principles; Impatient with what they see as waffle; On balance, task and not people oriented; Tendency to seize first expedient solution
Strengthening under-utilized styles
?
? ? ?
Learning styles have themselves been learned from experience – hence malleable You are forced to get out of your comfort zone Perseverance will make it more familiar and natural A preferred „doer? can practice the thinking styles and vice versa. you become an all round learner.
Learning Styles
•
• •
• •
Learning style results tell us only what we are now in terms of preferred ways of learning; they are not fixed for ever. They are sometimes affected by the particular context in which an individual works It is also possible for some people to attempt deliberately to change their moderate or low learning style preferences by changing the behaviours that caused that result. People learn more and more effectively from work on real problems. (P)Programmed Knowledge + (Q) Questioning = (L) Learning
Skills of Learning
•
• • •
•
• • •
Questioning Listening Reviewing Sharing Observing Relating a to b (conceptualizing) Accepting help Monitoring
Effective Learning Behaviour
1.
2. 3. 4. 5. 6. 7.
Set standards of performance for yourself in your job Review your achievements against those standards Identify what areas you need to learn (knowledge, skills or insight) in order to perform more effectively Identify the available opportunities for learning Analyse what, in your work environment will help or hinder you in learning Consider the likely impact of any preferred learning styles, and any strengths or weaknesses in learning skills. Draw up a personal learning / development plan
Formal Learning Opportunities
? ? ? ? ? ? ? ? ? ? ? ? ?
Being Coached Being Counseled Having a Mentor Job Rotation Secondments Stretched boundaries Special projects Committees Task groups External activities Internal courses External courses Reading
Informal Learning Opportunities
? ? ? ? ? ? ? ? ? ? ? ? ?
Analyzing mistakes Attending conferences, seminars Budgeting Championing / managing change Covering for absenteesm Dealing with colleagues, peers, subordinates Dealing with boss Domestic life Familiar tasks Giving a presentation Interviewing Job change in new/same function Making decisions
? ? ? ? ? ? ? ? ? ?
Meetings Negotiating Networking Performance appraisal Planning Project work Solving problems Working in groups Working with consultants What else?
Learning Opportunist
?
Make and take learning opportunities in the course of their lives. ? Include contrived opportunities, like attending a course and opportunities that crop up in day to day life. ? The greatest productivity arises when the learning is put into practice ? Everything that happens to you is a learning opportunity - It resides in the eye of the beholder - Thus, they are easily missed * A person with well-balanced learning styles is better equipped to learn from a variety of experiences than someone with a mixture of strong and not so strong preferences.
An ideal learner:
?
? ? ?
?
? ? ?
?
? ?
Often review their experiences Can describe the steps they go through to learn from experience Openly share their experiences Respond flexibly to the unexpected Reach conclusion via careful thought Have detailed recall Can bridge the gap between artificial situations and reality Put deliberate effort into learning Ask questions Listen patiently Express thoughts fluently
An ideal learner (contd.):
?
? ? ?
?
? ? ?
?
Are open to new angles and possibilities Identify their own development needs Can convert ideas into feasible actions Take risks See connections Ask for feedback Adjust quickly to new, unfamiliar situations Make specific action plans Convert criticism into constructive suggestions for improvement
Emotions about learning from experience
?
?
-
The learning opportunist has positive attitudes and beliefs about the possibility of learning from experience and sufficiently robust emotional makeup to go at risk, try new things and bounce back after failure. Such person would: Accept responsibility for their own failure Often volunteer to do things Put more in and get more out Avoid complacency Accept that all events have learning potential Believe that you are never too old to learn Find it easy to be spontaneous
Emotions about learning from experience
?
? ? ?
?
? ? ?
?
? ?
Treat projects, secondments and promotions as learning opportunities Be fascinated to learn more about themselves Feel stimulated and challenged by tests Feel intrigued by criticism Explore alternatives before deciding on the best course of action Accept praise Analyze successes, not just mistakes Sit and think, not just be active and do Feel confident when meeting strangers Feel exhilarated by changes Thrive in ambiguous situations
doc_585796615.ppt
The PPT describes about learning along with the various learning styles and also the learning cycle and process.
Learning
Learning
•
•
•
•
People say they learn a great deal over their lives, without necessarily being able to identify either what they want to learn or what they have learned As our working world changes around us, the need grows to learn efficiently, effectively and quickly.Hence managers need to be assisted to learn more effectively from a variety of experiences – and this means helping them to learn how to learn. Learning is a change in you that effects a change in some or all of your work activities. Learning at work means using the situation and events that arise from the activities you undertake at your place of work as the medium to facilitate learning.
Learning
•
•
•
•
“Every time I think I?ve seen it all and experiences all that life has to occur, I get hit with a new experience that thrusts me into a new reality” – Nathan Mc Call Do not expect the things to remain the same. Do not expect to stay the same. Experience should change you. A learner outlook means being prepared for people and situations to move on. In any situation there is a choice; the choice may not be one that is welcome but there will rarely be less than one way out of a situation Learning does not occur in vacuum: It is reliant upon a range of other resources: Goals, guidance, technology, time & space, learning materials, environment, motivation, standards, people.
The Benefits of Learning
Most people do not learn things unless there is a purpose to the learning, especially in the work context. Different people seek different benefits including: -A wish to increase their competence in their work -A wish to develop their competence in new areas of skill and knowledge -A wish to improve their career prospects -A wish to improve the personal satisfaction they get from their work -A less immediate wish to gain the rewards associated with any of the above – financial, psychological, or social
What is Learning?
•
• • • •
Winston Churchill: “I am always willing to learn, though I do not always like being taught”. What someone else tries to teach you may not result in your achieved learning Learning has at least two meanings: The process by which we acquire knowledge, skills or insight The end result of the process – achieved knowledge, skills or insight Learning can be incremental; adding existing knowledge, skills and insights but within the current contexts. Or transformational; developing knowledge, skills and insights related to a changed view of what the job is all about.
What is Learning?
•
• •
•
Learning has happened when people can demonstrate that they know something that they didn?t know before (insights and realizations as well as facts) and / or when they can do something they couldn?t do before (skills). “Do not believe a person who says „This is how you do it?”. No single approach can meet the diverse needs of adults seeking to improve their learning abilities at work. Individual and organizational norms, values and preferences all impact on how and what is learned. A career-resilient workforce is dedicated to the idea of continuous learning and also stands ready to reinvent themselves to keep pace with change. It reframes the context of change from a problem to an opportunity.
The Learning Process
There are five major reasons why people do not learn as effectively as is desirable: 1. They do not recognize an activity as learning – they simply see it as „doing a piece of work?. 2. They partially see something as involving learning, but fail to use the opportunity fully. 3. An off-the-job learning experience is badly designed and/or implemented 4. The opportunity for learning is provided in a way which fits poorly with the way in which an individual likes to learn. 5. The learning opportunity is not perceived as relevant to the needs of, and benefits sought by, the learner.
The Learning Cycle
Since we learn mostly by doing things and than thinking about how we have done them, The learning sequence can be set out as a learning cycle. Having an experience
Planning
Reviewing
Concluding All designed learning experiences should take people round the cycle in appropriate balance And sequence, and all activities at work which contain learning potential should similarly be ana;lyzed and monitored through each stage of the cycle.
Preferred ways of Learning
•
•
• •
If everyone followed the learning cycle by giving sufficient attention at each stage of the cycle then we would increase the chances of learning effectively. Effective learning for individuals requires a recognition that one of the reasons why individuals do not learn fully from any particular experience is that it may not match the way in which they like to learn. Thus the fact is that different people have different reactions to an apparently similar experience which could involve learning. The individual?s styles are consistent with the four stages of the learning cycle – so one of the reasons why individuals do not give appropriate attention to each stage of the cycle is that they simply do not like that particular kind of learning
The Learning Cycle and Styles
Doers: Activists & Pragmatists
Activist Having an experience Pragmatist Planning the next steps Reflector Reviewing the experience
Theorist Concluding From the experience
Thinkers: Reflectors & Theorists
“Doers” learn best from activities where:
?
? ? ? ? ? ? ?
There are new experiences / problems They can engross themselves in short „here & now? activities: role plays, etc. Where they have a lot of visibility They are put into a difficult task without support There is an obvious link between subject matter and opportunity on the job They are shown techniques for doing things with practical advantages currently applicable in their jobs They have the chance to try out and practice techniques with coaching / feedback from a credible expert They can concentrate on practical issues
“Thinkers” learn best from activities where:
?
? ? ? ? ? ? ?
They are encouraged to watch / think / chew over activities They are allowed to think before action, to assimilate before commenting They have the opportunity to review what has happened, what they have learned They can reach a decision on their own time without pressure and tight deadlines They have time to explore methodically the associations and interrelationships between ideas, events and situations They are in structured situations with clear purposes They have a chance to question and probe the basic methodology, assumptions or logic behind something They are intellectually stretched
Activists
•
Learns best from relatively short here-and-now tasks • These may be managerial activities on the job or on courses: such as business games and competitive teamwork exercises • They learn less well from situations involving a passive role such as listening to lectures or reading Strengths: Flexible & open minded; Happy to have a go; Happy to be exposed to new situations; Optimistic about anything new and therefore unlikely to resist change. Weaknesses: Tendency to take the immediate obvious action without thinking; Often take unnecessary risks; Tendency to do too much themselves; Rush into action immediately
Reflectors
•
Learn best from activities where they are able to stand back, listen and observe. • They like collecting information and being given the opportunity to think about it. • They learn less well when they are rushed into things without the opportunity to learn. Strengths: Careful, thorough, methodical; Thoughtful, rarely jump to conclusions; Good at listening, assimilating information. Weaknesses: Tendency to hold back from participation; Slow to reach a decision; Tendency to be cautious, less risks; Non-assertive – not forthcoming
Theorists
•
Learn best when they can review things in terms of a system, a concept, a model or a theory. • They are interested in and absorb ideas even where they may be distant from current reality. • They learn less well from activities presented without this kind of explicit or implicit design. Strengths: Logical „vertical? thinkers; Rational and objective; Good at asking probing questions; Disciplined approach. Weaknesses: Restricted in lateral thinking; Low tolerance to uncertainty, disorder and ambiguity; Intolerant of anything subjective or intuitive; Full of „shoulds, oughts and musts?.
Pragmatists
•
Learn best when there is an obvious link between the subject matter and the problem or opportunity on the job. • They like being exposed to techniques or processes which can be applied in their immediate circumstances. • They learn less well from learning events which seem distant from their own reality. “Does it apply to my situation?” Strengths: Keen to test things in practice; Practical, down to earth, realistic; Business like – straight to the point; Technique oriented. Weaknesses: Tendency to reject without an obvious application; Not interested in theory / basic principles; Impatient with what they see as waffle; On balance, task and not people oriented; Tendency to seize first expedient solution
Strengthening under-utilized styles
?
? ? ?
Learning styles have themselves been learned from experience – hence malleable You are forced to get out of your comfort zone Perseverance will make it more familiar and natural A preferred „doer? can practice the thinking styles and vice versa. you become an all round learner.
Learning Styles
•
• •
• •
Learning style results tell us only what we are now in terms of preferred ways of learning; they are not fixed for ever. They are sometimes affected by the particular context in which an individual works It is also possible for some people to attempt deliberately to change their moderate or low learning style preferences by changing the behaviours that caused that result. People learn more and more effectively from work on real problems. (P)Programmed Knowledge + (Q) Questioning = (L) Learning
Skills of Learning
•
• • •
•
• • •
Questioning Listening Reviewing Sharing Observing Relating a to b (conceptualizing) Accepting help Monitoring
Effective Learning Behaviour
1.
2. 3. 4. 5. 6. 7.
Set standards of performance for yourself in your job Review your achievements against those standards Identify what areas you need to learn (knowledge, skills or insight) in order to perform more effectively Identify the available opportunities for learning Analyse what, in your work environment will help or hinder you in learning Consider the likely impact of any preferred learning styles, and any strengths or weaknesses in learning skills. Draw up a personal learning / development plan
Formal Learning Opportunities
? ? ? ? ? ? ? ? ? ? ? ? ?
Being Coached Being Counseled Having a Mentor Job Rotation Secondments Stretched boundaries Special projects Committees Task groups External activities Internal courses External courses Reading
Informal Learning Opportunities
? ? ? ? ? ? ? ? ? ? ? ? ?
Analyzing mistakes Attending conferences, seminars Budgeting Championing / managing change Covering for absenteesm Dealing with colleagues, peers, subordinates Dealing with boss Domestic life Familiar tasks Giving a presentation Interviewing Job change in new/same function Making decisions
? ? ? ? ? ? ? ? ? ?
Meetings Negotiating Networking Performance appraisal Planning Project work Solving problems Working in groups Working with consultants What else?
Learning Opportunist
?
Make and take learning opportunities in the course of their lives. ? Include contrived opportunities, like attending a course and opportunities that crop up in day to day life. ? The greatest productivity arises when the learning is put into practice ? Everything that happens to you is a learning opportunity - It resides in the eye of the beholder - Thus, they are easily missed * A person with well-balanced learning styles is better equipped to learn from a variety of experiences than someone with a mixture of strong and not so strong preferences.
An ideal learner:
?
? ? ?
?
? ? ?
?
? ?
Often review their experiences Can describe the steps they go through to learn from experience Openly share their experiences Respond flexibly to the unexpected Reach conclusion via careful thought Have detailed recall Can bridge the gap between artificial situations and reality Put deliberate effort into learning Ask questions Listen patiently Express thoughts fluently
An ideal learner (contd.):
?
? ? ?
?
? ? ?
?
Are open to new angles and possibilities Identify their own development needs Can convert ideas into feasible actions Take risks See connections Ask for feedback Adjust quickly to new, unfamiliar situations Make specific action plans Convert criticism into constructive suggestions for improvement
Emotions about learning from experience
?
?
-
The learning opportunist has positive attitudes and beliefs about the possibility of learning from experience and sufficiently robust emotional makeup to go at risk, try new things and bounce back after failure. Such person would: Accept responsibility for their own failure Often volunteer to do things Put more in and get more out Avoid complacency Accept that all events have learning potential Believe that you are never too old to learn Find it easy to be spontaneous
Emotions about learning from experience
?
? ? ?
?
? ? ?
?
? ?
Treat projects, secondments and promotions as learning opportunities Be fascinated to learn more about themselves Feel stimulated and challenged by tests Feel intrigued by criticism Explore alternatives before deciding on the best course of action Accept praise Analyze successes, not just mistakes Sit and think, not just be active and do Feel confident when meeting strangers Feel exhilarated by changes Thrive in ambiguous situations
doc_585796615.ppt