Kolb's Learning Style,

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Kolbs learning style

Learning Curve & Gilberts BEM Model


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The Learning ProcessThis part asks three questions:

What are the physical and mental processes

involved in learning?How does learning occur?

Do trainees have different learning styles?

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The Learning Process:Mental and Physical Processes

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LEARNING

Expectancy

Perception

WorkingStorage

SemanticEncoding

Long TermStorage

Retrieval

Generalizing

Gratifying


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Learning is the process whereby knowledge is

created through the transformation of experience.Knowledge results from the combination of graspingexperience and transforming it.

- Kolb


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Kolbs Experiential LearningCycle


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Learning Styles

6

Feeling

Doing

Thinking

Converger

Accommodator

Observing

Diverger

Assimilator


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TimMcLernonFaculty of

EngineeringKolbs Experiential LearningCycle


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The Learning Process:

Learning StylesDiverger

Concrete experience

Reflective observationAssimilator

Abstractconceptualization

Reflective observation

Converger

Abstractconceptualization

Activeexperimentation

Accommodator

Concrete experience

Activeexperimentation

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Learning StylesDiverger

is good at generating ideas, seeing a situationfrom multiple perspectives, and being aware of

meaning and value Tends to be interested in people, culture and

arts

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Learning Styles Assimilator

Is good at inductive reasoning, creatingtheoretical models, and combining disparate

observations into an integrated explanation Tends to be less concerned with people than

with ideas and abstract concepts

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Learning Styles Converger

is good at decisiveness, practical applicationof ideas and hypothetical deductive reasoning

Prefers dealing with technical tasks rather thaninterpersonal issues

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Learning Styles Accommodator

is good at implementing decisions, carryingout plans, and getting involved in new

experiences Tends to be at ease with people but may be

seen as impatient or forceful

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Learning CurvesA learning curve is a graphicalrepresentation of the changing rate oflearning (in the average person) for agiven activity or tool.

Typically, the increase in retention ofinformation is sharpest after the initial

attempts, and then gradually evens out,meaning that less and less newinformation is retained after eachrepetition.

The first erson to describe the learnin13


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Learning curve

assumptionsThe time required to complete a specified

task or unit of a product or item will be less

each time the task is performed;

The unit time will reduce at a decreasing rate;

The decrease in time will follow a certain

pattern, such as negative exponential

distribution shape.


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Learning Curve

assumptionsThe learning curve may vary one product

to another and from one organization toanother. The rate of learning depends onfactors such as the quality of managementand the potential of the process andproducts

Moreover, it may be said that any changein personnel, process, or product disruptsthe learning curve. Consequently, there isa need for the utmost care in assuming

that a learning curve is continual and


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Learning Curves

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Reynolds Learning Curves

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Learning Curves

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qUnconscious incompetence

qConscious incompetence

qConscious competence

qUnconscious competence


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Gilberts BEM

1919

qIn 1978, Thomas Gilbert published HumanCompetence: Engineering WorthyPerformance which described the BehaviorEngineering Model (BEM) for performance

analysis

qThomas Gilbert's Model analyzesperformance deficits from six standpoints


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Third Leisurely Theorem

Focuses on behavior (B)

Consists of 2 variables:

P = Behavioral repertories

E = Environment

B = P + E in terms of costs

Worthy Performance Restated:

W = A/B = A/P + E


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Third Leisurely Theorem

Defined:

For any given accomplishment, adeficiency in performance always has as itsimmediate cause a deficiency in a behaviorrepertory (P), or in the environment thatsupports the repertory (E), or in both. Butits ultimate cause will be found in the

deficiency of the management system(M).

h i i i


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Behavior EngineeringModel

SDInformation

RInstrumentation

SrMotivation

EEnvironmentalsupports

Data

1

Instruments

2

Incentives

3

PPersons repertoryof behavior

Knowledge

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Capacity

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Motives

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2323


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Learning Organizations

Fifth Discipline by Peter Senge (1990)

A learning organization is a place where

people are continually discovering how theycreate their reality.

Innovate an invention to replicate at ameaningful scale and cost.


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Learning Organization

The Learning Organization

An organization that has developed the capacityto continuously learn, adapt, and changethrough the practice of knowledge managementby employees.

Characteristics of a learning organization:

An open team-based organization design that

empowers employees

Extensive and open information sharing

Leadership that provides a shared vision of theorganizations future, support and encouragement

A strong culture of shared values, trust, openness, and


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Characteristics of a LearningOrganization


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Kolb's Learning Style,

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