Learning t heories

3.8 Learning t heories

There are many theories of learning, indeed they range from physiological (chemical changes in the brain), psychological (behaviourist, cognitive), sociological (group dynamics, transformative) and just in case a theory cannot be categorised by the previous models, a category called multi- disciplinary.

A simple way of looking at learning theories is to be found in Armstrong (2001 p.532). He says that learning theories can be divided into the following:

Reinforcem ent

If learners receive feedback when they are learning and are rewarded when they demonstrate the ‘correct’ behaviour then they are more likely to learn. These ideas are based on the work of Watson (1913) and B.F. Skinner (1974). This theory is sometimes called behaviourism and has been criticised as being very manipulative and not taking the learner into account. Nevertheless the theory is used extensively in training and development.

Cognit ive t heory

This is based on self-managed learning. It argues that if people have to find things out for themselves, then they are more likely to learn and retain that learning. It is used as the basis for participative and case study- type training. It works if the learner wants to learn and if time is not an issue. The drawbacks are that it needs a good trainer who is skilled at giving guidance without seeming to do so. If learners come to the ‘wrong’ conclusion too early, they are reluctant to change.

Experient ial learning

This is one of the deepest forms of learning and needs learners to reflect on their experience, so they can learn what went wrong and why, and as importantly, learn what went right and why. Managers are especially key in helping their staff to do this.

MN3075 Human resource management

St im ulus-response

This theory was further developed by Gagné in 1977. He based it on a combination of factors, including a need to learn (drive), the stimulation provided by the learning process (stimulus), the development of appropriate responses by the learner (response) and the use of feedback to reinforce the learning until the learner gets it right (reinforcement).

Self-efficacy

This relates to Bandura’s theory (again developed in 1977), who said that people themselves have a belief in their ability to learn and to perform

a task. Guest (1992) noted that a strong feeling of self-sufficiency is positively related to becoming a better learner.

3.8.1 Kolb’s learning cycle

We have already covered this earlier in the chapter, but it is worth spending a few moments reflecting on what he said. His ideas revolved around a circle of learning. Kolb theorised that in order to learn people must be actively involved in what they are doing. They should not just passively accept their experiences but actively think about what is happening and why. The learning cycle goes through the four stages we noted above, concrete experience, reflective observation, abstract conceptualising and then to active experimentation. The latter, active experimentation gives rise to new experiences and the cycle begins again.

Leading on from the learning cycle, Kolb said that learners prefer to learn in different ways. These ways are based on the learning cycle. People have an experience, they positively think about the experience (what worked, what didn’t), they theorise as to why things worked and why they didn’t, they test out the new ideas to see if they work.

Activity

Draw Kolb’s learning cycle but instead of putting in the theory think of an experience you have had recently and then fill in the cycle to see what you have learnt.