Page 92 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Unit 6: Learning Theories

 Meaningful repetition aids recall: Each repetition gives the learner an opportunity to gain Notes
a clearer and more accurate perception of the subject to be learnt, but mere repetition does
not guarantee retention. Practice provides an opportunity for learning, but does not cause
it. Further, some research indicates that three or four repetitions provide the maximum
effect, after which the rate of learning and probability of retention fall off rapidly.
It is observed that after the first 10-15 minutes, the rate of retention drops significantly until
about the last 5-10 minutes when trainee wakes up again. Students passively listening to a
lecture have roughly a five percent retention rate over a 24-hour period, but trainee actively
engaged in the learning process have a much higher retention. This clearly reiterates the point
that active learning is superior to just listening.

6.2.2 Improving Learning

Motivation is necessary for learning. The motivation can be anything. It can be money in the
form of increments or status in the form of a promotion or it can be an expectation to be
acclaimed in public. Rewarded behaviour is learned. It will be repeated under a similar condition
in future.

Feedback: A learner learns effectively if he comes to know of the result of his efforts. This
feedback in order to be effective should be given as soon as possible.
Participation: More a learner participates in the learning situation, more he learns. This is
specially true of skill learning.

Example: You cannot learn cycling by reading in a book that the cycle has ball-bearings,
it has a handle and a brake. The best way to learn cycling is to jump on a cycle usually supported
by somebody (trainer) and then have a few falls here and there till you perfect the skill. This
active participation and practice will make you a good cyclist.

Similarly, the skill of swimming cannot be learned by learning the Archimedes’ Principle that
for something to float, the weight of water it displaces must be more than its own weight. What
is required is to jump in water, naturally shallow water, and practice. One thing to be remembered
is that repetition needs to be carried well beyond the perfect performance.
The importance of participation and practice has been recognised by trainers. They now use
more and more of cases, exercises, games, etc. where participants have to necessarily actively
participate and practice.

Training by itself does not induce people to learn. The trainee’s receptiveness to learning is
closely related to the climate of the organisation.

Notes General Considerations to Build More Learning into Our Lives
Many of us give far more attention to the learning we glean from our classrooms than we
do from the rest of our lives. To build more learning some suggestions are given:
1. Write Down Ten Most Important Things You’ve Learned and how did you learn
Them?
2. Once a Week, Write Down a Key Learning Experience — What Did You Learn?
3. Involve Yourself in Community Service — Great “Classroom” in Life!
4. For One Minute, Stare At Yourself in the Mirror: Ask “How Do I Feel About Myself?”

LOVELY PROFESSIONAL UNIVERSITY 87