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Introduction to Learning Theory

Introduction to Learning Theory . Individual Team Organization. Learning and learning frameworks. Define learning at three levels: Individual learning is….. Team learning is….. Organizational learning is…. Individual learning. Definition: Key features:

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Introduction to Learning Theory

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  1. Introduction to Learning Theory • Individual • Team • Organization

  2. Learning and learning frameworks • Define learning at three levels: • Individual learning is….. • Team learning is….. • Organizational learning is….

  3. Individual learning • Definition: • Key features: • Utility of Cell’s and Mezirow’s framework: • Single vs. Double-loop learning • Kolb’s Learning Cycle and implications • Role of “affect” in learning

  4. Communities of Practice • Wegner (2006: 1): “Communities of practice are groups of people who share a common or passing for something they do and learn how to do it better as they interact regularly.” • Domain (what brings the group together to share its identity) • Community (people who share domain and engage in relationships to share problems and address questions) • Practice (knowledge of methods and tools, stories that members share)

  5. Key themes from learning theory • Imp0rtance of recognizing and accommodating different learning styles • Importance of cycle of learning and application and the development of experiential learning • Learning occurs in increments

  6. Communities of Practice (cont.) • Reaction to abstract learning (cognitive approach) • Need to understand communities and power dimensions • Emphasis on transmission of knowledge • Importance of tacit knowledge

  7. Social Ecological Perspective

  8. Broader Research Context • Traditional dominance of white lab coat studies in occupational health • Broad base of accumulated knowledge about occupational risks and solutions Increased emphasis:

  9. Why a project on exposure risks?

  10. There is a lot of risk in Florida

  11. Silicosis is a cumulative disease

  12. Hearing loss is cumulative What?

  13. Social Ecological PerspectiveData Sources Interviews with workers

  14. Social Ecological PerspectiveData Sources Interviews with workers Interviews with general contractors

  15. Social Ecological PerspectiveData Sources Site visits and observations Interviews with workers Interviews with general contractors

  16. Social Ecological PerspectiveData Sources Previous Knowledge Site visits and observations Interviews with workers Interviews with general contractors

  17. Findings from Interviews with Workers • Workers have general knowledge, but not specific knowledge of risk. • Limited training • Informal entry into construction • More concerned with other risks. • Workers areconcerned about their health • Varied, but often low English language skills • Previous CPWR/FIU research indicates approx 30% of S. FL. Workforce is undocumented.

  18. Findings from Interviews with Workers • Workers have general knowledge, but not specific knowledge of risk. • Limited training. • More concerned with other risks. • Workers areconcerned about their health • Varied, but often low English language skills • Previous CPWR/FIU research indicates approx 30% of S. FL. Workforce is undocumented • Informal entry into construction • Workers dependent on current “boss” for future work • Workers do not want to stand out (for fear of being singled out) • Workers are generally compliant. • Importance of peers for information • No union representation

  19. Findings from Interviews with Workers • Workers have general knowledge, but not specific knowledge of risk. • Limited training. • More concerned with other risks. • Workers areconcerned about their health • Varied, but often low English language skills • Previous CPWR/FIU research indicates approx 30% of S. FL. Workforce is undocumented • Informal entry into construction • Construction work is “high step” in immigrant job ladder. • Workers remit money home • Workers dependent on current “boss” for future work • Workers do not want to stand out (for fear of being singled out) • Workers are generally compliant. • Importance of peers for information

  20. Findings from Interviews with Contractors Under-developed culture of safety • General contractors concerned about safety, but desire to push responsibility down to subcontractors • Subs are often unprepared/untrained in safety. Competitive, low-bid economic environment

  21. From Findings to Recommendations for Field Intervention

  22. Social Ecology

  23. Team learning • How does team learning differ from individual learning? • What kind of problems are best solved by team? • What is the utility of Kasl, Marsick, and Dechants four types of learning. • What conditions/processes contribute to team learning?

  24. Organizational learning • Is there really something called organizational learning? • Distinction between LIO and LBO. • What are important conditions for LBO and why?

  25. Performance Improvement Models • Commonalities in theories • What is a systems approach to “performance improvement”? • Swanson’s performance matrix

  26. Focusing on Learning • HRD practices involves designing learning • Challenge: • Building a learning environment relevant to the strategic focus • Permeating the organization with a learning culture • Recommended core characteristics: • Openness to contradictory views • Focus on data • Careful assessment • Targeting key people for development

  27. Learning Challenges • Foundational learning • Supportive learning

  28. Parameters of Design • Variety of learning contexts • Worked-based or program based • Focused on individual or group

  29. HRD Practitioner’s Perspective • Encourage managers to build learning practices • After action reviews • Formalize informal and incidental training • Meetings are viewed as: • Having a learning component • Generative or creative in nature

  30. Routine and Non-routine Knowledge • What do these terms mean? • Why is non-routine knowledge difficult to design?

  31. Needs Analysis • Integrates organizational and individual perspectives • Individual needs analysis consists of: • Review of job • Identify tasks involved in performing job • Identify KSA • Set learning objectives • Design intervention • How does one develop organizational perspective?

  32. Generative Learning Practices • Dialogue • Structured rational discourse • Reflection • Cognitive mapping • Harvesting and learning

  33. Designing Learning Events that Incorporate the Five Learning principles

  34. Action Learning

  35. Work-based Development

  36. Political Environment of Generative Learning Events

  37. Principles of Design Loose Task Structure Tight Low Intensity and Process ReviewingHigh

  38. Designing for Learning Transfer • Conceptualizing learning structure

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