Cognitive orientation to learning Essay

mend the behavioural preference dwelt on the environment, the cognitive one looked at the students mental process it is concerned with cognition, which is the process of knowing. It recognises the importance of the environment while at the same time exploring qualifyings in the inner cognitive organization. James Hartley (1998) identified some great principles of driveing related to cognitive psychology.The principles identified atomic tour 18 as follows proper brass of instruction, clear grammatical construction of instruction, use of perceptual features of the task, importance of prior knowledge of the subject, the view that differences surrounded by individuals affect tuition, and use of cognitive feedback to in pretend the learners about their failure or success. Humanistic orientation to learning This orientation was gear uped in the mid-seventies and 80s, and concerns itself mainly with the human potential for growth. information is projectn as a form of self ac tualisation, contributing to psychological health (Caffalerra, 1991). Although self-actualization is perceived as the maven goal, opposite goals related to other stages atomic number 18 also present, including accomplishment of impulses (Maslow, 1970). The top hat insight into the humanistic orientation to learning was done by Carl Rodgers (2003), who accentuate on education with the whole person and with their experiences, intellect and feelings.Some of the important elements involved in experimental or significant learning are as follows. It involves personal involvement, it is self-initiated, pervasive, evaluated by the learner and its essence is meaning. Social orientation to learning According to this orientation, plurality learn by observation of others in a affectionate setting (Merriam and Caffarella, 1991). However, observation does not allow the learners to see the outcome of the other massess behaviour in hallow to eat some idea of what might happen when one act s in a certain way.This orientation concentrates on attending to behaviour and rehearsing on how it might work in various piazzas. In this exemplar, behaviour is as a result of the interaction of the learner with the environment. Instead of looking at learning as acquiring some forms of knowledge, this model also incorporates social relationships, which are situations of joint connection. According to Tenant (1977), this model has the advantage of remunerative attention to the neediness of understanding knowledge and learning in context.The model is limited by the fact that learning that is unrelated to the life situation or context. Moreover, situations can arise where the community of practice has power relationships exhibiting participation and entry (Wenger, 1999). Part Two acquire and development supports and enhances organisational development all form of learning, training and development is aimed at improving the learners as swell as their performance, leading to org anisational development.Organisational development is not just concerned with displace people to course to get trained. On the contrary, it is about encouraging people to examine and challenge any assumptions acting as a leach for learning. Learning is usually motivated by the need to arrive at solutions to problems, whether one wants to move away from a peculiar(a) state such(prenominal) as conflict, lack of team collaboration and lack of skill, or wants to reach greater satisfaction personally or within an organisational setting.Learning has been set forth by organisations as the only competitive advantage that any organisation may harbour, since it reacts to the ever unpredictable and dynamical business environment. Learning in organisations enables the organisations to make proper use of the immense mental capacity of its members, creating the typesetters case of process needed to improve it (Dixon, 1994). An organization that encourages its members to learn eventually ends up improving and transforming itself for the give.Moreover, organisations where their members continuously expand their capacity in creating the outcomes they really desire, where late and wider thinking patterns are nurtured where joint aspirations are set free and people learn together develop greatly. For an organization to have sustainable development, it moldiness be adaptive to its external environment, continually enhance its capacity to adapt, develop individual and joint learning, and use learning to attain even better results. The learning organisationThere is a growing interest in organizations to develop a learning culture within themselves in battle array to improve their existing products and services and for innovation purposes. This has led to a number of initiatives such as Total Quality Management, TQM and Business work at Reengineering, BPR. Companies have come to the realisation that their success or failure greatly depends on human factors such as organ isational culture, attitudes and skills. It also appears that the implementation of organizational programs is pitch to highly specified procedures that are defined for foreseen situations.These organisations have further value that any initiatives do not usually work by themselves and something unornamented is required. This is in order to cope with quick and unanticipated changes where existing programmed responses are not adequate in order to provide the necessary flexibleness to deal with dynamically changing conditions, and allow top management to respond with initiatives based on customer needs as opposed to be limited by business processes established for different situations.Organisations have more and more had to among other things develop capacities for the fast-paced innovation to develop capacity and learn to appreciate change. As the competitive atmosphere becomes increasingly variegate and complex, these organisations have seen the need for greater genetic variety a wider variety of managerial thinking, and a more enhanced repertoire of management actions. Top and flourishing organisations have reached such heights by organising around people and honouring the need to recognition, lifelong learning, challenge, something to believe in and a feeling of control.With the pace of change ever getting faster, organisations have seen the need for developing mechanisms to help in innovation and continuous learning better than ever before (Dixon, 1994). Learning in an organisation is about development of higher takes of skills and knowledge as opposed to more training, and is classified into four levels. The first level involves learning of facts, procedures, processes and knowledge and mostly applies to known situations that have very minor changes.The present moment level entails learning new job skills that can be transferred to other situations (Easterby-Smith et al, 1999). This is often relevant to situations whose existing responses need cha nging. Outside experts can be very useful at this stage since they bring in unspoilt expertise and skills that may have been lacking initially (Dixon, 1994). The third level is all about learning to adapt, and is often applicable to more dynamic circumstances where solutions need development. Here, the mode of learning is experimenting and deriving lessons from past failures and successes (Easterby-Smith et al, 1999).Finally, the tail level is learning to learn, which involves creativity and innovation design of the future as opposed to just adapting to it. Here, knowledge is reframed and all assumptions challenged. Additionally, the model is applicable at various levels that include learning of individuals, organisations and teams. Organisations achieving learning level four get out not only reinvent their organization but also their replete(p) industry (Easterby-Smith et al, 1999). Conclusion Learning greatly helps in improving twain individual and organizational innovativene ss and efficiency.There are numerous learning models applicable to various situations, all of which have their unique advantages and disadvantages. The adoption of a particular learning model entirely depends on the prevailing conditions. Organisations are melodic line to continually improve their performance as well as the calibre of their products and services. From the analysis above, it is evident that indeed learning and development supports and enhances organisational development.References Bruner, J (1977) The Process of Education, Harvard University Press, CambridgeDixon, N (1994) The Organizational Learning Cycle, McGraw-Hill Easterby-Smith, M et al (1999) Organizational Learning and the Learning Organization-Developments in Theory and Practice, Sage Hartley, J (1998) Learning and Studying-A enquiry perspective, Routledge, London Maslow, A (1970) Motivation and Personality 2nd edition, Harper and Row, parvenue York Merriam, S and Caffarella (1998) Learning in Adulthood, A comprehensive guide, Jossey-Bass, San Francisco Rogers, C and Freiberg, H (2003) Freedom to Learn, Merrill, New York