1) Learning - the forces influencing working & Learning 2) Classification Of learned Capabilities 3) Learning Theories 4) The basic Principle of learning 5) The learning process 6) mental & physical process 7) the learning cycle 8) age influence on learning.

1. UNIT -1
Introduction to Employee Learning &
Development In Organization
- Ajita Bansal

2. Learning
• The activity or process of gaining knowledge or skill by studying, practicing,
being taught, or experiencing something : the activity of someone who learns
a computer program that makes learning fun different methods of foreign
language learning The first year of college was a learning experience.

3. The forces Influencing working &Learning
• Globalization of business
-Globalization of business is the change in a business in a company associated with a single country to
one that operates in a multiple country.
• Demographic changes and Diversity of workforce
-Population is the important factor in determining size and composition of labour force.
i) Increase in Ethnic and Racial diversity
ii) Aging work force

4. • New Technology
-Technology changed the way of training. Technology have impact on all sectors like robotics, artificial
intelligence, nanotechnology, CAD etc.
i) Influence on training
ii) Flexibility in where and when work is performed
• Economic cycles
-Economic changes mainly occurs when there is downturn in economy. Training and development is needed
because to understand the critical goal supporting the business strategy.
• Increased value place on Intangible assets and human capital
• i) Financial Asset (cash and securities)
• ii) .physical assets (property, plant, equipment)
• iii) ntangible assets (Human capital, customer capital, social capital and intellectual capital)

5. • Focus on link to business strategy
-Business strategy is a plan that integrates the company's goals, actions and policies. Company's business strategy is to
meet broad goals such as profitability, market share, quality.
• Talent Management
- Refers to attracting, retaining, developing and motivating highly skilled employees and managers. Eg : sales manager
given training on product flow, delivery and technical process.
i) Occupational and Job changes
ii) Retirement of baby boomers
iii) Skill Requirement
iv) Developing Leadership
• Customer service and quality emphasis
i)Quality ii) TQM iii)Lean thinking
• High performance work systems
i) Work Team ii)Cross training refers to training employee in a wide range of skills so they can perform any role in a
team.

6. Learned Capabilities
• Learning capability can be described as the concept that consists of
managerial practices, mechanisms, and management structures that can be
implemented to promote learning in an organization (Goh, Elliott & Quon,
2012).
• Studies that examine the relationship between organizational learning and
performance use measures in forms of survey-type instruments developed
to capture learning capability. These measures are then linked to a set of
performance measures.

8. Classification of learning Capabilities
• The classification of learning according to Robert Gagné includes five kinds
of learned capabilities: intellectual skills, cognitive strategies, verbal
information, attitudes, and motor skills.
• The Gagné taxonomy is perhaps the most popular of the many learning
taxonomies in the field of instructional design (Reigeluth, 1983).
• It's popularity can be attributed best for its ability to clearly distinguish
between abstract and concrete definitions of learning (Seels and Glasgow,
1990).

10. • Motor Skills
-refers to bodily movements involving muscular activity. Examples might be: Starting a car,
shooting a target, swinging a golf club.
• Attitude
-is an internal state which affects an individual’s choice of action toward some object, person, or event.
Examples might be: Choosing to visit an art museum, writing letters in pursuit of a cause.
• Verbal Information include:
• 1) Labels and Facts and
• 2) Bodies of Knowledge.

11. • Cognitive Strategy is an internal process by
which the learner controls his/her own ways of
thinking and learning.
• Example: Engaging in self-testing to decide how
much study is needed; knowing what sorts of
questions to ask to best define a domain of
knowledge; ability to form a mental model of the
problem.
• Intellectual Skills
• include :-1) Discrimination 2) Concrete concept 3)
Rule using and 4) Problem solving. These are the
four levels within the intellectual skills domain that
Gagné identified as his taxonomy.
• Discrimination is making different responses to the
different members of a particular class. Seeing the
essential differences between inputs and responding
differently to each.
• Example: Distinguishing yellow finches from house
finches on the basis of markings; having to tell the
differences between gauges on an instrument panel.

12. • Concrete concept is responding in a single way
to all members of a particular class of observable
events.
• Seeing the essential similarity among a class of
objects, people, or events, which calls for a single
response.
• Example: Classifying music as jazz, country western,
rock, etc.; saying "round upon seeing a manhole
cover, a penny, and the moon.
• Problem solving is combining lower level rules
to solve problems in a situation never
encountered by the person solving the problem.
• May involve generating new rules which receive
trial and error use until the one that solves the
problem is found.
• Rule using
• applying a rule to a given situation or condition
by responding to a class of inputs with a class of
actions.
• Relating two or more simpler concepts in the
particular manner of a rule. A rule states the
relationship among concepts.
• Examples: It is helpful to think of rules or
principles as "if-then" statements. "If a task is a
procedure, then use flowcharting to analyze the
task." "If you can convert a statement into an 'if-
then' statement, then it is a rule or principle."

13. Learning Theories

16. The Basic Principles of learning

18. The learning Process
A process that people pass through to acquire new knowledge and skills and
ultimately influence their attitudes, decisions and actions.

21. Mental & Physical Process

22. The Learning Cycle
• What is Kolb’s learning cycle?
-Learning can be defined as the acquisition of abstract concepts that can be applied in
real-life situations. Experience plays an important role in this learning process.
-The learning cycle of Kolb was developed in 1984 by David Kolb and shows how an
effective experiential learning process can be designed. The cycle consists of four steps:
• The concrete learning experience (feeling)
• Reflective observation (watching)
• Abstract conceptualization (thinking)
• Active experimentation (doing)

24. • Every learner will score differently on these two important dimensions of learning:
-The diverging learning style, combining watch and feel. People with this learning style are
good at idea generation and brainstorming.
-They have a broad interest, are open-minded, and like to work in groups.
-The assimilating learning style, combining watch and think. People with this learning style like
structure, clear explanations, and a logical approach. They are interested in concepts, ideas, and
models.
-The converging learning style, combining doing and thinking. People with this learning style
are practical and are focused on solving problems. They are technical and application-oriented.
-The accommodating learning style, combining feeling and doing.: People with this learning
style are hands-on and very intuitive. They like challenges and an experiential approach based on
gut feeling.
-In a course there will always be a variety of people and preferred learning styles. Designing a
course with the learning cycle of Kolb will create an effective learning environment for all styles

25. Age Influence Of Learning
• Age is often associated with a decline in cognitive abilities that are important for
maintaining functional independence, such as learning new skills. Many forms of
motor learning appear to be relatively well preserved with age, while learning
tasks that involve associative binding tend to be negatively affected.
• The growing aging population presents a challenge because most people
experience age-related decline in cognitive abilities that are important for
maintaining functional independence, and successful aging requires the ability to
learn new information to perform complex tasks.
• Intriguingly, some types of learning appear relatively preserved with normal aging,
while others show dramatic decline, but the critical features that determine the
extent to which aging affects learning are not yet known

26. • Associative binding
-Results from experimental paradigms generally support the proposal that older adults are less able than
young adults to encode and utilize covariation to make associations. Researchers have typically examined
associative binding by simultaneously presenting pairs of stimuli and then testing participants’ ability to
remember the specific stimulus pairs compared to either individual items or recombination’s work.
• Configural Response Learning
-Configural response learning involves learning to simultaneously arrange multiple responses (such as finger presses)
to form a single unified response. This requires not only the execution of individual movements, but also the
configuration of movements in relation to each other.
• Current Study
-In our study, we modified the configural response task so that participants initially practiced stimulus-response
mappings that involved matching a face stimulus with a single finger key press. After the mappings were encoded,
faces were presented in pairs such that participants made two independent finger presses simultaneously to the two
stimuli. Certain face pairs were practiced more than others and we measured the differences in response time and
accuracy between frequently practiced and infrequently practiced pairs.