LEARNING Organisational Behaviour Btech Engg
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It is the learning chapter of Organisational Behaviour PPT for engineering students
LEARNING Organisational Behaviour Btech Engg
- 1. LEARNING
- 15. Learning Curve
- 16. Learning Curve • A highly useful learning concept which is valid for a wide range of situation is the organizational learning curve, a diagrammatic presentation of the amount learned in relation to time. A typical learning curve will show on the Y-axis the amount learnt and the X-axis the passage of time. • Initial Spurt : At the beginning, it is natural that the rate of learning exhibits spurt. Usually, the graph levels off at some stage, indicating that maximum performance has been achieved. Apparently at the beginning of the learning process, the subject is highly motivated and seems to exhibit a significant surge of effort. Many experienced trainers exploit this initial spurt by selecting the most important items to be communicated and presenting them as a package to the students at the beginning of the training unit. In many ways, it is possible to exemplify the initial spurt with the aphorism “the first step is the best step”
- 17. Learning Curve • Learning plateau: At some point in the learning process there is a flattening off in terms of the improvement, a plateau. Frequently, the process of learning is marked by discontinuities and involves escalating from one plateau to another. Most learners are only too aware of the experience of finding themselves on a plateau, which manifests itself in the feeling that they are never going to get anywhere. • Jumping from one plateau to another is called organization of learning. Organization of learning is achieved when the learner discovers a new and more effective method of performing particular tasks. For example, when he learns to apply calculus to solve problems of business.
- 18. Contd… • Disorganization of learning is an actual fall off in performance. This arises when the subject has to choose between alternative methods of tackling a task. • End Spurt: The last characteristic of the organizational learning curve is the end spurt. The end spurt is preceded by fatigue which is likely to set in with the passage of time. When the training season draws nearer to an end and the subject realizes this, there occurs resurgence of interest and effort to learn more. This revival is called the end spurt.
- 19. Learning Styles
- 20. Contd. • Concrete Experience – the learner encounters a concrete experience. This might be a new experience or situation, or a reinterpretation of existing experience in the light of new concepts. • Reflective Observation of the New Experience – the learner reflects on the new experience in the light of their existing knowledge. Of particular importance are any inconsistencies between experience and understanding. • Abstract Conceptualization – reflection gives rise to a new idea, or a modification of an existing abstract concept (the person has learned from their experience). • Active Experimentation – the newly created or modified concepts give rise to experimentation. The learner applies their idea(s) to the world around them to see what happens.
- 21. Contd… Active Experimentation (Doing) Reflective Observation (Watching) Concrete Experience (Feeling) Accommodating (CE/AE) Diverging (CE/RO) Abstract Conceptualization (Thinking) Converging (AC/AE) Assimilating (AC/RO)
- 22. Diverging (feeling and watching – CE/RO) • These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations from several different viewpoints. • Kolb called this style “diverging” because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a diverging learning style have broad cultural interests and like to gather information. • They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.
- 23. Assimilating (watching and thinking – AC/RO) • The assimilating learning preference involves a concise, logical approach. Ideas and concepts are more important than people. • These people require good, clear explanations rather than a practical opportunity. They excel at understanding wide-ranging information and organizing it in a clear, logical format. • People with an assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. • This learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.
- 24. Converging (doing and thinking – AC/AE) • People with a converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. • People with a converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. • People with a converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A converging learning style enables specialist and technology abilities. • People with a converging style like to experiment with new ideas, to simulate, and to work with practical applications.
- 25. Accommodating (doing and feeling – CE/AE) • The Accommodating learning style is “hands-on,” and relies on intuition rather than logic. These people use other people’s analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. • They commonly act on “gut” instinct rather than logical analysis. People with an accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent within the general population.