Human Resources Development Assignment free essay sample

David Kolb’s Leaning Styles Model Kolbs learning theory sets out four distinct learning styles, which are based on a four-stage learning cycle. In this respect Kolbs model is particularly elegant, since it offers both a way to understand individual peoples different learning styles, and also an explanation of a cycle of experiential learning that applies to us all. Kolb includes this cycle of learning as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which immediate or concrete experiences provide a basis for observations and reflections. These observations and reflections are assimilated and distilled into abstract concepts producing new implications for action which can be actively tested in turn creating new experiences. Involves four stages: 1. Concrete Experience (CE) this can be planned or accidental. 2. Reflective Observation (RO) this includes activity thinking about the experience and its significance. 3. Abstract Conceptualization (AC) – generalizing from experience to develop various concepts and ideas that can be utilized when similar situations are faced. We will write a custom essay sample on Human Resources Development Assignment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 4. Active Experimentation (AE) testing the concepts or ideas in new situations. This gives rise to a new concrete experience and the cycle begins again. Four-type definition of learning styles: 1. Diverging (CE/RO) 2. Assimilating (AC/RO) 3. Converging (AC/AE) 4. Accommodating (CE/AE) Kolb’s learning styles matrix view Its often easier to see the construction of Kolbs learning styles in terms of a two-by-two matrix. The diagram also highlights Kolbs terminology for the four learning styles; diverging, assimilating, and converging, accommodating: Peter Honey and Alan Mumfords model Peter Honey and Alan Mumford developed their learning styles system as a variation on the Kolb model while working on a project for the Chloride Corporation in the 1970s. The Honey amp; Mumford stages of learning cycle are: 1. Activists * Get fully involved in new experiences * Open minded and enthusiastic * Will try anything once * Revel in crisis management, fire fighting * Get bored by detail 2. Reflectors * Prefer to stand back and observe * Look at all angles and implications * Chew it over before reaching conclusions Take a back seat in meetings and discussions 3. Theorists * Think problems through logically, step by step * Assimilate disparate facts in coherent theories * Rigorously question assumptions and conclusions * Dont allow their feelings to influence decisions * Uncomfortable with subjectivity, creative thinking 4. Pragmatists * Keen to try out new ideas to see if they work * Like solving practical problems and making decisions * Emphasize expediency the end justifie s the means * Impatient with long-winded or open-ending discussions The learners can then move around the cycle again, jump in any part of the cycle, and then quit when they deem themselves as successful (learned the task or material). Comparison of Kolb’s amp; Honey amp; Mumford leaning styles 1. 2 Explain the role of the learning curve and the importance of transferring learning to the workplace. The Learning Curve A concept that describes how new skills or knowledge can be quickly acquired initially, but subsequent learning becomes much slower. At first, a minimal investment of resources yields significant results, but the payback from continuing effort is smaller. The learning curve was first described by psychologist Hermann Ebbinghaus in 1885 and elaborated by psychologist Arthur Bills in 1934. The concept of the learning curve refers to the time it takes an inexperienced person to reach the required level of performance in a job or a task. This is sometimes called the ‘experienced worker’s standard’ (EWS). The learning curve, which gives ones expertise as one learns a subject with time, tells us, initially the rate of learning is slow, then there is very fast learning and finally as expertise has been gained, the rate of (new) learning drops. Ensure transfer of learning – successful transfer of learning from the event to the workplace depends on the extent to which the event has been relevant to the learners’ needs, the learners have been able to acquire the knowledge and skills covered in the programme, they have been stimulated throughout the programme and are encouraged and enabled to put their learning into practice. (Michael Armstrong, 2009, Handbook of HRM Practices, 11th Edition, by Kogan Page Limited), 1. 3 Assess the contribution of learning styles and theories when planning and designing a learning event Leaning Styles 1. David Kolb’s leaning Styles * David Kolb outlines two related approaches toward grasping experience, Concrete Experience and Abstract Conceptualization. * And two related approaches toward transforming experience, Reflective Observation and Active Experimentation. In order for learning to be effective, all four of these approaches must be integrated. As individuals attempt to use all four approaches, they are likely to develop strengths in one experience-grasping approach and one experience-transforming approach. Honey amp; Mumfords learning styles Based on Kolbs (1982) experiential learning model, Honey and Mumford proposed a similar categorization of individual learning styles and which seems to be popular in management education. There are important consequences for instructional designers: * Activists: * earn best when: they can immediately do something, when they are exposed to new experiences and problems, work with others in task teams * learn least when: they have to listen to long explanations, absorb a lot of data, follow * Reflectors: learn best when: they can observe, review and think about what is happening * learn least when: they are rushed, have to act as leaders, * Theorists: * Learn best when: they can study theories, models, concepts, stories etc. behind, they can ask questions and engage in analysis and synthesis. * Learn least when: the activity is ill structured, no principles are taught, * Pragmatists * Learn best when: they can apply new information to a real world pro blem, etc. * Learn least when: everything is theory, the isnt an immediate benefit, etc. 3. Myers-Briggs (MBTI) The Myers-Briggs Type Indicator (MBTI) assessment is a psychometric questionnaire designed to measure psychological preferences in how people perceive the world and make decisions. The MBTI helps in understanding the individual differences by helping employees and managers enhance their interpersonal relations and thereby improving their ability to work effectively. The MBTI type preferences can be combined to form 16 different learning style types. For example, one student may be an ESTJ (extravert, sensor, thinker, and perceiver) and another may be an INFJ (introvert, intuitor, feeler, judger). Behavioral Theory Behaviorism assumes, when born our mind is a blank slate and afterwards our mind is shaped through punishment, positive reinforcement and negative reinforcement from our environment. * Positive Reinforcement – Involves the adding of something. * Negative Reinforcement – Involves the removal of something. * Punishment – Behavior which is punished so that it is less likely to occur in the future. Cognitive leaning Theory Cognitive learning involves gaining knowledge and understanding by absorbing information in the form of principles, concepts and facts and then internalizing it. Learners can be regarded as powerful information processing machines. Learners acquire understanding that they internalize by being exposed to learning materials and by solving problems. Social Leaning Theory According to social learning theory, people learn from each other via observation, imitation and modeling. The modeling process involves several steps: Attention – in order for an individual to learn something, they must pay attention to the features of the modeled behavior. Retention – humans need to be able to remember details of the behavior in order to learn and later reproduce the behavior. Reproduction – in reproducing behavior, an individual must organize his or her responses in accordance with the model behavior. This ability can improve with practice. Motivation – there must be an incentive or motivation driving the individual’s reproduction of the behavior. Even if all of the above factors are present, the person will not engage in the behavior without motivation. http://www. scribd. com/doc/117139959/Contribution-of-Learning-Styles-Theories-When-Planning-Designing-a-Learning-Event http://edutechwiki. unige. ch/en/Learning_style