Evaluating Learning Theories
Evaluating Learning Theories

Evaluating Learning Theories

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  • Pages: 2 (958 words)
  • Published: November 1, 2021
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Goal Theories

The use of the theory is common in educational psychology to talk about research into motivation to learn.

Goals and targets of learning are thought to be a key factor influencing the level of a participant or student’s intrinsic motivation (Herrmann-Nehdi, 2010).
The participants work on Specific and clear goals making it easy to meet them.
Employees complete work quickly and effectively since they are goal oriented.

No evidence to prove that the theory improves job satisfaction.
Complex and very difficult goals encourage riskier behavior (Herrmann-Nehdi, 2010).
Commonly used in employees who need less supervision since the participants are self-efficient and goal committed.

Needs Theory

The theory is divided into three namely the need for power, affiliation, and achievement (Kolb & Kolb, 2005). The type of motivation for each individual is driven from their life experiences and the opinions of their culture.
The three types of motivation are not affected by age, race, culture, and gender (Kolb & Kolb, 2005).

The need for achievement makes participants to avoid both the high and low risk situations (Kolb & Kolb, 2005). for affiliation makes participants to adopt collaboration than competition..
Commonly used to increase competition to motivate employees to work and satisfy their need for power, affiliation and achievement (Kolb & Kolb, 2005).

Adult Learning Theory

The theory has five assumptions namely Self-concept, Adult Le

...

arner Experience, Readiness to Learn, Orientation to Learning and Motivation to Learn (Drago & Wagner, 2004).

The self-concept assumption explains that adults need less supervision.
In the assumption of readiness to learn explains that adults are willing to learn hence it is easy to understand a concept (Drago & Wagner, 2004).
In the assumption of motivation to learn, the adults need to get motivation before learning even though it is internal (Drago & Wagner, 2004).

Commonly used in training and development of adult employees in an organization when there is introduction of a new system in the organization (Drago & Wagner, 2004).

The theory simply includes the ideas of internal processes that were ignored by the preponderate behaviorists. ?The learning theory ?creates a basic structure for experimental research of these internal ??processes. In the short-term memory part, it is disadvantageous since organizations conduct training for long-term benefits (Musselwhite, 2011). The theory assumes that everybody is like a computer in processing data into information.
The theory is commonly in use in several areas of research such as; cognitive development, neuroscience, social learning, and artificial ??intelligence (Musselwhite, 2011).

Introduction

People are very important component in the organizational system as the superior performance is dependent on them. The right systems, procedures and management principles play a significant role. The abilities enabling organization to have competitive advantages come from the people through their discipline, motivation, skill, ability to solve problems and capacity to learn (Clayton, 2008, December). The organization depends on the skills and the abilities of their employs but they might not be on the same level, to bring them to the required levels training and development programs are undertaken.

The use of learning theories in training and development is necessary for many ways. Th

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Human resource professionals get to identify what mode of learning best suits the employees of different age groups. The human resource professionals get to know what the employee’s needs have that are motivating them to work harder (Kolb & Kolb, 2005). The learning theories help the human resource professionals to understand the best way of motivating and appreciating the employees to perform better.

It is relevant for a human resource professional to be familiar with learning theories so as to know the best model to use in teaching the workers. The learning theories help the human resource professionals to formulate the best methods and design that will impact the employees directly (Drago & Wagner, 2004). The learning theory knowledge has an impact on the training design since different people have different needs. The learning theory knowledge helps to identify the type of need a worker has and what motivates the employee. In an organization where employees’ motivation is their different needs, then the need theory is relevant (Herrmann-Nehdi, 2010). The goal approach is suitable in a firm that its employees are goal driven and motivated.

Employee motivation is so critical to the success of a training program. Motivated employees come out of training and development program with new skills that help in achieving the organizational goals. Employee motivation will encourage the employees to learn new things so that their departments meet their goals. The potential strategies for increasing the motivation to learn in training participants are of different kinds (Clayton, 2008, December). The human resource department can reward the trained workers by increasing their salaries and wages. The company can promote the trained employees by increasing their ranks.
Conclusion

A training that is effective is a big challenge in an organization and requires attention from professional trainers with learning theories and a better deal to give instructions and principles to the people conducting the training. The organization should understand learning theories for a proper training.

Reference

  1. Clayton, M. (2008, December). Super models. Training Journal,70.
  2. Retrieved from the Walden Library using the Business Source Complete database.
  3. Drago, W.A.,& Wagner, R.J.(2004). Vark preferred learning styles and online education. Management Research News, 27(7), 1-13.
  4. Retrieved from the Walden Library using the Business Source Complete database.
    Herrmann-Nehdi, A.(2010). Whole Brain Thinking. T+D, 65(9), 36-41.
  5. Retrieved from the Walden Library using the Business Source Complete database
    Kolb, A.Y.,& Kolb, D.A.(2005). Learning styles and learning spaces: Enhancing experimental learning in higher education.
  6. Academy of Management Learning & Education, 4(2), 193-212.
  7. Retrieved from the Walden Library using the Business Source Complete database.
  8. Musselwhite,C.(2011). Creating a culture of motivation. T+D, 65(9), 46-49.
  9. Retrieved from the Walden Library using the Business Source Complete database.
  10. © 2012 Laureate Education Inc.
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