Page 189 - DMGT402_MANAGEMENT_PRACTICES_AND_ORGANIZATIONAL_BEHAVIOUR

Management Practices and Organisational Behaviour

Notes Accordingly, as a unique determinant of behaviour, learning cannot take place unless the learner
actually experiences what has to be learned.

9.2 Types of Learners

There are following types of learners:
1. Visual Learners:
(a) Visual learners learn primarily through the written word.
(b) They tend to be readers who diligently take down every word.
2. Auditory Learners:
(a) Auditory learners learn primarily through listening.

(b) They focus their ears and attention on your words, listening carefully to everything
you say.
(c) They like to talk rather than write and relish the opportunity to discuss what they've
heard.
3. Kinesthetic Learners:
(a) Kinesthetic learners learn better by doing.

(b) This group learns best when they can practice what they're learning.
(c) They want to have their hands on the keyboard, the hammer, or the test tube because
they think in terms of physical action.

9.3 The Learning Process

Over the years, educational psychologists have identified several principles which seem generally
applicable to the learning process. They provide additional insight into what makes people
learn most effectively. The learning process involves the following:
1. Readiness
2. Exercise
3. Effect
4. Primacy
5. Intensity
6. Recency

Let us understand each of them one by one.
1. Readiness: Individuals learn best when they are ready to learn, and they do not learn well
if they see no reason for learning. Getting students ready to learn is usually the instructor's
responsibility. If students have a strong purpose, a clear objective, and a definite reason
for learning something, they make more progress than if they lack motivation. Readiness
implies a degree of single-mindedness and eagerness. When students are ready to learn,
they meet the instructor at least halfway, and this simplifies the instructor's job.
Under certain circumstances, the instructor can do little, if anything, to inspire in students
a readiness to learn. If outside responsibilities, interests, or worries weigh too heavily on
their minds, if their schedules are overcrowded, or if their personal problems seem
insoluble, students may have little interest in learning.

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