CHAPTER 2: ADULT LEARNING

LEARNING
ADULTS AS LEARNERS BASIC TYPES OF LEARNING A THEORY OF ADULT LEARNING INSTRUMENTAL LEARNING
COMMUNICATIVE LEARNING EMANCIPATORY LEARNING CRITICAL REFLECTION

2.1

CRITICAL THINKING UNLEARNING HOLISTIC ADULT LEARNING ORGANISATIONAL LEARNING

JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

LEARNING ADULTS AS LEARNERS

2.2

BASIC TYPES OF LEARNING

A THEORY OF ADULT LEARNING INSTRUMENTAL LEARNING
COMMUNICATIVE LEARNING
EMANCIPATORY LEARNING CRITICAL REFLECTION

CRITICAL THINKING
UNLEARNING HOLISTIC ADULT LEARNING

ORGANISATIONAL LEARNING
JH601: Human Resource Development

2.3

LEARNING
Human beings are unique among all living organisms in that their primary adaptive specialisation lies not in some particular physical form or skill or fit in an ecological niche, but rather in identification with the process of adaption itself in the process of learning. We are thus the learning species, and our survival depends on our ability to adapt not only in the reactive sense of fitting into the physical and social worlds, but in the proactive sense of creating and shaping those worlds. (Kolb 1984: 1)
JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

LEARNING ADULTS AS LEARNERS BASIC TYPES OF LEARNING A THEORY OF ADULT LEARNING INSTRUMENTAL LEARNING
COMMUNICATIVE LEARNING EMANCIPATORY LEARNING CRITICAL REFLECTION

2.4

CRITICAL THINKING UNLEARNING HOLISTIC ADULT LEARNING ORGANISATIONAL LEARNING

JH601: Human Resource Development

2.5

ADULTS AS LEARNERS

The learning should be relevant to the real-life situations and problems. The learning should incorporate the rich experiences of the adult learners. The learning should involve the adult learner.

JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

LEARNING ADULTS AS LEARNERS BASIC TYPES OF LEARNING A THEORY OF ADULT LEARNING INSTRUMENTAL LEARNING
COMMUNICATIVE LEARNING EMANCIPATORY LEARNING CRITICAL REFLECTION

2.6

CRITICAL THINKING UNLEARNING HOLISTIC ADULT LEARNING ORGANISATIONAL LEARNING

JH601: Human Resource Development

2.7

BASIC TYPES OF LEARNING

classical conditioning

behaviour modification

modelling

JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

LEARNING ADULTS AS LEARNERS BASIC TYPES OF LEARNING A THEORY OF ADULT LEARNING INSTRUMENTAL LEARNING
COMMUNICATIVE LEARNING EMANCIPATORY LEARNING CRITICAL REFLECTION

2.8

CRITICAL THINKING UNLEARNING HOLISTIC ADULT LEARNING ORGANISATIONAL LEARNING

JH601: Human Resource Development

2.9

A THEORY OF ADULT LEARNING

INSTRUMENTAL LEARNING

Definition: Control and manipulate the environment or other people. PRINCIPLES OF LEARNING
1. Start with known 2. Readiness to learn 3. Part learning 6. Overlearning 7. Multiple-sense learning 8. Feedback a. Informational

4. Spaced learning
5. Active learning

b. Motivational
9. Meaningful material 10. Transfer of learning

JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

LEARNING ADULTS AS LEARNERS BASIC TYPES OF LEARNING A THEORY OF ADULT LEARNING INSTRUMENTAL LEARNING
COMMUNICATIVE LEARNING EMANCIPATORY LEARNING CRITICAL REFLECTION

2.10

CRITICAL THINKING UNLEARNING HOLISTIC ADULT LEARNING ORGANISATIONAL LEARNING

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2.11

A THEORY OF ADULT LEARNING

COMMUNICATIVE LEARNING

Definition: To understand what is meant by another through speech, writing, drama, art or dance.
Not debate

Debate discourages enquiry and encourages winning

Rational discourse Understand the position of the other party and, in turn, to have his/her own position understood. Knowledge generation Externalisation, combination, internalisation, socialisation.
JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

LEARNING ADULTS AS LEARNERS BASIC TYPES OF LEARNING A THEORY OF ADULT LEARNING INSTRUMENTAL LEARNING
COMMUNICATIVE LEARNING EMANCIPATORY LEARNING CRITICAL REFLECTION

2.12

CRITICAL THINKING UNLEARNING HOLISTIC ADULT LEARNING ORGANISATIONAL LEARNING

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2.13

A THEORY OF ADULT LEARNING

EMANCIPATORY LEARNING

Definition: Where individuals transform their basic

Frames of reference or meaning structures Deep-seated underlying values and belief systems Consist of a hierarchy of assumptions Paradynamic The most basic, powerful and broadest set of predispositions

forms of reference.

Prescriptive Guidance on what one ought to or should do in particular situations

Causal A behaviour or action which will cause a predictable and acceptable outcome
JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

LEARNING ADULTS AS LEARNERS BASIC TYPES OF LEARNING A THEORY OF ADULT LEARNING INSTRUMENTAL LEARNING
COMMUNICATIVE LEARNING EMANCIPATORY LEARNING CRITICAL REFLECTION

2.14

CRITICAL THINKING UNLEARNING HOLISTIC ADULT LEARNING ORGANISATIONAL LEARNING

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2.15

A THEORY OF ADULT LEARNING

CRITICAL REFLECTION

Definition: A process that changes a frame of reference by discerningly examining the foundations of beliefs.
Disorientating dilemma a sudden and traumatic occurrence

that challenges a paradynamic assumption.\

Slow Conversion Changing clusters of causal and

prescriptive assumptions until a paradynamic assumption is transformed

Changing frames of reference is difficult as they are well

defended and will be accompanied by a high emotional reaction

Hegemonic assumptions are usually recognised as worthy of
JH601: Human Resource Development

change

CHAPTER 2: ADULT LEARNING

LEARNING ADULTS AS LEARNERS BASIC TYPES OF LEARNING A THEORY OF ADULT LEARNING INSTRUMENTAL LEARNING
COMMUNICATIVE LEARNING EMANCIPATORY LEARNING CRITICAL REFLECTION

2.16

CRITICAL THINKING UNLEARNING HOLISTIC ADULT LEARNING ORGANISATIONAL LEARNING

JH601: Human Resource Development

2.17

CRITICAL THINKING
Definition: The process of examining our knowledge of Components of critical thinking: problem solving
scientific problem solving

a topic or the logic used to change our knowledge of a topic.

system beta

creativity evaluation dialectic thinking logical reflection

JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

LEARNING ADULTS AS LEARNERS BASIC TYPES OF LEARNING A THEORY OF ADULT LEARNING INSTRUMENTAL LEARNING
COMMUNICATIVE LEARNING EMANCIPATORY LEARNING CRITICAL REFLECTION

2. 18

CRITICAL THINKING UNLEARNING HOLISTIC ADULT LEARNING ORGANISATIONAL LEARNING

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2.19

UNLEARNING

Discarding ineffective or obsolete methods and theories A recent phenomenon because of information explosion

Overwriting model erasing obsolete knowledge in favour of

more serviceable knowledge Parenthetic model Old knowledge is held to one side (i.e. in parenthesis or brackets) while new knowledge is added

JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

LEARNING ADULTS AS LEARNERS

2.20

BASIC TYPES OF LEARNING

A THEORY OF ADULT LEARNING INSTRUMENTAL LEARNING
COMMUNICATIVE LEARNING
EMANCIPATORY LEARNING CRITICAL REFLECTION

CRITICAL THINKING
UNLEARNING HOLISTIC ADULT LEARNING

ORGANISATIONAL LEARNING
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2.21

HOLISTIC LEARNING

Adult learning is not merely instrumental learning.

Need a holistic view of adult learning. See Figure 2.1 in the textbook.

Holistic view:
tacit knowledge and paradynamic assumptions interact at the sub-conscious level. emotions, critical thinking, critical reflection and explicit knowledge interact at the conscious level. sub-conscious and conscious levels affect behaviour at the activity level.
JH601: Human Resource Development

CHAPTER 2: ADULT LEARNING

LEARNING ADULTS AS LEARNERS

2.22

BASIC TYPES OF LEARNING

A THEORY OF ADULT LEARNING INSTRUMENTAL LEARNING
COMMUNICATIVE LEARNING
EMANCIPATORY LEARNING CRITICAL REFLECTION

CRITICAL THINKING
UNLEARNING HOLISTIC ADULT LEARNING

ORGANISATIONAL LEARNING
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2.23

ORGANISATIONAL LEARNING
Learning can be examined also at the organisation level. Single loop learning concentrates on the symptoms and is similar to instrumental learning. Double loop learning occurs when the underlying values of the system are questioned or altered. The organisational equivalent of hegemonic assumptions are called organisational defence mechanisms:

the undiscussables
defensive routines.
JH601: Human Resource Development