Learning, Training & Development

Learning, Training & Development

1. Learning Theories

   • The Behaviourist View
     • Interested in observable & quantifiable behaviour, w/ key components being stimulus & response reflexes which are conditioned through classical or operant conditioning
       • Classical conditioning (Pavlov, 1927): learning through association or pairing of conditioned stimulus with an unconditioned stimulus resulting in conditioned response
       • Operant conditioning (Skinner, 1938): Where behaviour that is instrumental in obtaining rewards or punishment leads to learning
         • Satisfying outcomes (rewards) leads to repeated behaviour vs. unsatisfying outcomes (punishment) leads to avoidance behaviour should be extinguished but not unlearned.
           • Stronger the desired outcome or avoidance of undesirable outcome, the stronger the learning will be.
             • The behaviour, reward or punishment must directly relate for learning to take place. Must have direct linkage of operant behaviour to contingent consequences or reinforces otherwise incorrect learning may occur.
     • However, this view does not account that human vs animal behaviour may be more complex, than stimulus and response. Also although change cannot be observed it does not mean it may or may not have occurred.
   • Social Learning
     • Observational Learning: Learning through modelling and imitating others which can have a prosocial or antisocial outcome
       • Social learning occurs when there is no clear tangable reinforcer and thus another's action/consequence are observed and the feelings/actions enter the imagination, then influencing/guiding actions of the observer
         • Baldwin & Baldwin (1973), Bandura (1977): Observed behaviour is more influential when; the consequences are seen as reinforcing; when there is a reward for the observer in modelling the bahvaiour seen; when the models behaviour is clear and different to others; observer feels that behaviour shown is within their capabilities and skill set
   • The Cognitive Approach
     • Recognise the importance of reinforcement but also hold belief in the importance of feelings attitudes, motives, memory and thought to explain the learning process
       • Latent Learning:
         • Toleman (1948): Learning involves 2 parts. Cognitive map = mental representation of the learning taking place; and individuals expectancy about consequences of actions
       • Insight Learning:
         • I.e the 'Eureka moment' . (Kohler, 1925) monkeys were able to manage problem-solving task through the use of insight learning vs. trial and error.
       • Connectionist Learning Models:
         • Attempt to describe structures and processes that characterise learning . Approach enables great flexibility in modifying and testing the models
   • Cognitive Strategies

2. Training Arena