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BDO 121
UNIT 6 (WORKPLACE LEARNING)
| Term | Definition |
|---|---|
| LEARNING | Any relatively durable change in knowledge or behaviour that occurs as a result of an experience |
| WORKPLACE LEARNING | Formal, non-formal, self- directed, collective and even tacit informal learning activities |
| 3 CHARACTERISTICS OF LEARNING | 1. It is an ongoing process 2. Occurs through experience 3. It is the development of skills and new ways of doing things |
| EDUCATION | 1. Broader scope than training 2. Aims to develop individual knowledge, social understandability and skill, intellectual capacity to function effectively in society |
| TRAINING | 1, it is more specific and planned short term change efforts 2. Intended to modify competencies, attitudes and beliefs, knowledge, skill 3.Used to improve performance in the work environment |
| ATTRIBUTES OF LIFELONG LEARNERS | 1. Aspiration: Ambition and motivation 2. Self- awareness: assessing what you know and don't 3. Curiosity:The desire to know 4. Vulnerability: prepared to make mistakes |
| APPROACHES TO ADULT LEARNING | 1. Behaviourist 2. Cognitive 3. Humanist 4. Social learning 5. Constructivists |
| ADULT LEARNING: BEHAVIOURIST | 1. Behaviour is shaped through reinforcement 2. We learn through reward and punishment 3. Associated with stimuli, classic and operant conditioning |
| ADULT LEARNING: COGNITIVE | 1.How problems are solved 2. How we process and interpret information 3. Involves memory, judgement, problem-solving , reasoning, understanding logical connections |
| ADULT LEARNING: HUMANISTS | 1. It is a personal and subjective experience 2. Learning is continuous and we take over our learning 3. Involves personal motivation and self- directed learning |
| ADULT LEARNING: SOCIAL LEARNING | 1. We learn from our environment 2. We observe others and the consequences of others behaviour 3. Involves modelling of behaviour |
| ADULT LEARNING: CONSTRUCTIVISTS | 1. There is no absolute reality and the individual is reality 2. Learning differs from individual to individual 3. Involves personal meaning |
| ANDRAGOGY | The study of adult learning, the art and science of helping adults learn |
| THREE CATEGORIES OF LEARNERS | 1. The goal-orientated learner 2. The activity orientated learner 3. The learning- orientated learner |
| PRINCIPLES OF ANDRAGOGY | 1. Goal- orientated 2. Self- concept 3. Prior experience 4. Readiness to learn 5. Orientation to learn 6. Motivation to learn |
| KOLB'S EXPERIMENTAL LEARNING CYCLE | 1.CONCRETE EXPERIENCE 2. REFLECTIVE OBSERVATION 3. ABSTRACT CONCEPTUALIZATION 4. ACTIVE EXPERIMENTATION |
| CONCRETE EXPERIENCE | Learner is involved in here and now experiences, daily activities |
| REFLECTIVE OBSERVATION | The learner deconstructs activities, reflects on them and observes their experiences from different perspectives |
| ABSTRACT CONCEPTUALIZATION | Involves the formulation of abstract concepts and integrated into a logical model of reality |
| ACTIVE EXPERMENTATION | Testing the implications of new concepts and making decisions also problem solving |
| KOLB AND FRY'S LEARNING STYLES | 1. CONVERGER 2. DIVERGER 3. ASSIMILATOR 4. ACCOMMODATOR |
| CONVERGER LEARNER CHARACTERISTICS | Abstract conceptualisation and active experimentation |
| CONVERGER MAIN CHARACTERISTICS | 1, Deductive reasoning 2. Narrow range of interests 3. Specializes in one field |
| CONVERGER POSSIBLE STRATEGIES | 1.On the job training 2. Lab experiences 3. Internships |
| DIVERGER LEARNER CHARACTERISTICS | 1. concrete experience 2. reflective observation |
| DIVERGER MAIN CHARACTERISTICS | 1. Imaginative 2. Easily generates ideas 3. Sees from different perspectives |
| DIVERGER POSSIBLE STRATEGIES | 1. Case studies 2. Field trips 3. Demonstrations |
| ASSIMILATOR LEARNER CHARACTERISTICS | 1. Abstract conceptualisation 2. Reflective observation |
| ASSIMILATOR MAIN CHARACTERISTICS | 1. Inductive learning 2. Excels at creating theoretical models 3. Research and planning |
| ASSIMILATOR POSSIBLE STRATEGIES | 1. Sharing content 2. Small- group discussions 3. Buzz groups |
| ACCOMMADOTOR LEARNER CHARACTERISTICS | 1. Concrete experience 2. Active expermentation |
| ACCOMMODATOR MAIN CHARACTERISTICS | 1. Tends to take risks 2. Quick decisions and solve problems 3. Relies on others information |
| ACCOMMODATOR POSSIBLE STRATEGIES | 1. case studies 2. Field trips 3. Internships |
| THREE TYPES OF USERS (USER GROUPS) | 1.INTROVERT USER 2. VERSATILE USER 3. EXPERT COMMUNICATORS |
| INTROVERT USER | -sends private messages -contacts friends -updates profile less -uses the internet less than an hour or once a week |
| VERSATILE USER | - update their profiles -share photos -uses the internet several times a week or for over an hour -send private messages |
| EXPERT COMMUNICATORS | - send public messages -comments on other peoples posts -shares ideas/ reflections -uses the internet more than once a day for over an hour |
| PURPOSE OF WORKPLACE LEARNING | - Improving performance -orientation and induction -solving performance problem -updating employee skills -Functional literacy |
| CONDUCTING WORKPLACE LEARNING | Step 1: Analyse the level and type of performance problem 2:Design the training evaluation 3: Deliver the intervention: Training methods 4:Assess Learning 5: Evaluate the effectiveness of the intervention |
Created by:
Britt MALIKs
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