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Applying Learning Theory in Life

Part A: The behaviorism approach assumes that a learner is passive, responding to environmental stimuli. According to Schunk, (2012), the behavior is shaped through reinforcement, either positive or negative. Reinforcement increases the chances that the pre-existing behavior will happen again while punishing, on the other hand, reduces the chances of the preceding behavior from happening again. Therefore, as Schunk, (2012) asserts, learning is reflected by a change in the behavior of the learner.

As opposed to behaviorism which majors on environmental stimuli, cognitivism focuses on the inner mental activities of the human brain for understanding how people learn. Schunk, (2012) posits that humans are rational beings that require participation to learn. Therefore, observed behavior change is more attributable to what is going on inside the mind of the learner than it is to environmental stimuli.

Constructivists view learning as a process of constructing knowledge rather than just acquiring it. In the constructivism approach, the learner actively constructs knowledge depending on personal experiences and suppositions of the environment (Schunk, 2012). Construction of knowledge is however not from merely nothing but past experiences. The learner thus can relate previous knowledge to current situations teaching and construct new knowledge on their own.

Humanism, as Schunk, (2012) puts it, is a paradigm that focuses on the human freedom, rationality, dignity, and potential. Thus, humanists argue that people act with intentionality and motives. According to Schunk, (2012), therefore, learning is student focused and individualized, and the educator acts as a facilitator. In relation, therefore, managers are facilitators to their employees' learning process.

Part B: Perspectives Important for Managers to Understand their Employees’ Learning Needs

Associative learning asserts that ideas and experiences reinforce each other, as they can be mentally linked to each other (Mitchell, Myles, & Marsden, 2013). For example, an employee knows that excellent performance will be rewarded at the end of the year and learns how to perform excellently. Operant conditioning deals with intentional actions set to have an effect on the surrounding environment (Mitchell et al., 2013). These actions are taken after desired response is achieved and are meant to reinforce the behavior.

In Problem-based learning, the student learns by solving an open-ended problem in work groups. Employees may learn by undertaking a project together as they try to reach to the desired solutions for the underlying problem. Memory development involves the learner storing information and later on retrieving it to aid in learning new things (Mitchell et al., 2013).

The social learning theory suggests that people learn from each other in their day to day interactions. It may be through observing, imitating or modeling. Employees under a decent manager will definitely observe and learn decency from the manager. Discovery learning involves drawing on learners past or current knowledge to discover new truths or facts. Maslow’s hierarchy of needs explains in a pyramid how a rational being moves from satisfying their basic needs to self-actualization.

Some strategies to ensure learning suggested by Mitchell et al., (2013) include rewards, punishments, specialization, setting targets, research activities, delegation and training programs. Rewards reinforce desired behavior while punishments drives away unwanted practices. Specialization exposes learners to repetitive procedures enabling them to have memories of what they do. Research activities help construct new knowledge while delegation assists learners to learn by solving actual problems. On the other hand, training instills new knowledge.

References

Mitchell, R., Myles, F. & Marsden, E. (2013). Second language learning theories. London: Routledge, Taylor & Francis Group.

Schunk, D. (2012). Learning theories: An educational perspective. Boston: Pearson.