Learning and change

Learning is a continual process when lot learn they find ideas and they test them to their witness set. When the ideas survive the test then learn has occurred (Sc contractran, 2007). In my opinion, discipline only occurs after development is filtered through unrivalleds brain and one that is retained in the long-term memory is what is learned. This is because not all information ga in that respectd or exposed to is relevant. The brain uses selective criteria in choosing what tom turkey process and store. Most times, what we can relate to in terms of previous(prenominal) knowledge and/or experience is easily retained or learned, as opposed to new and abstract information. Perhaps this is the reason why it is state that learning is biologically based.Learning is f g.t.r process meaning it followers a pose test and regenerate cycle. At least this is according to the biologically based generative scheme of learning. This theory is built upon three premises. One, that values drive learning, two that learning occurs by selection and three that learning is forward-looking (Sc incurrien, 2007) contrary to common thought learning is not a one-time affair, biological learning takes times and at the primary take it may take as long as 20 years for it to occur.This is because at the primary level. Genetic knowledge transfer from one living topic to another say through reproduction takes time. At the secondary level i.e. indoors the immune system and brain the time frame is shorter eyepatch at the territory level that is through studying our history and finale knowledge transfer is relatively quicker (Schaverein, 2007) Perhaps this sound same(p) technical jargon but Hutching puts a better perspective on the whole concept of time learning. He says, command is not a discriminate activity conducted hours in indisputable places at a certain time of life. It was the aim of society. The city educated the man. The Athenian was educated by grow by paideia (H utchins 1970133)Learning has always been an intriguing concept to curious minds such as those of psychologist mostly because it is unseen and intangible process. Psychologists such as Jean Piaget, Lev Vygotsky, can buoy Locke, Ivan Pavlov, BF Skinner, Jerome Brunner, George Kelly and Wolfgang Kohler be some of the key psychologist who contributed significant theories, which try to explain learning.This written report draws from a study context of how learning occurs it also tracks ideas about ontogeny and development in the work place basing argument from certain theories of learning. It get out also speculate on the various kinds of learning support in the employment.Human growth and development occurs in portrays. In this workplace context, I take up to focus on Ericksons model of lifespan development and how it affects the workplace learning and change, Ericksons model concerns itself with psychosocial department of human beings. It specifically touches on social roles a nd relationship of exclusives and how they progress from childhood to late spots of life theory proposes.This theory proposes eight stages of life, which occurs in the same order to all various(prenominal)s. (Barbara & Newman, 2005). This first off stage revolves somewhat trust and infants experience it. At the stage there is need fell that one can depend on those around him. This stage is very crucial to an individual and affects learning in the progressive stages if an infact gains trust in his environment, she/he learns to trust others. The second stage is characterized by struggle for autonomy and doubt. This stage occurs at about age 2-3 where by the infant seeks independence of others yet finds that the support of others is in dispensable.At this stage some(prenominal) of these aspects are crucial since without independence a child is clubbed with self-doubt when doing things on his own, at the same time support from others equally important for growth. The threesome st age at about age3-6 is characterized by struggles between initiative and wrong. At this point, children not allowed to follow their own course are crippled with guilt whenever they do so. This could lead to over dependence on others. The fourth stage occurs at age seven through to early puberty. This stage is characterized by internal conflict between industry and inferiority.During this stage, there is great amour to tackle tasks performed by openhandeds. Failures influence the Childs inferiority complex. Similarly, successes build self-confidence and high quality complex. Adolescence is the next stage characterized by murkiness between self-identity and societal role. there is a poor coordination between self-identity and life goals. Failures are associated failure in life. This is a very destructive behaviour such as dose abuse, dropouts and alcoholism. The sixth stage is young adulthood. At this stage struggles between confusion and self-identity have been resolved. Howev er, there is struggle between intimacy and partners and careers. Some people combine this stage with the adult years since these years are ones that an individual is at their prime.However, the struggles in the adult years are different at the stage a person is at struggles between generativity and stagnation. This is owing to the many demands of life at this stage say advancement in career, productiveness at work and at home and risk of stagnation. The last stage is the senior years mostly the years after retirement. At this stage, an individual is at crossroads between lookinging of integrity and despair. In these contemplative years, a person recollects how he/she spent his life and gauges whether it was in worthless or it was meaningful. Feelings of despair arise when on individual feels that there is nobody more left for him/her in this life.I suppose one may be justified to wonder what Ericksons model of lifespan development has to do with learning and change. As seen, each stage of life is characterized by struggles and these struggles moldiness be overcome for an individual to develop to a healthy adult capable of learning. Individuals who had or have difficulty of resolving these struggles depict certain deficiency in learning personally I have a problem with trusting myself to do something right alone. Perhaps, this distrust originates from the fact that I was not encouraged to follow my own initiative during the stage where individuals have need to have autonomy and initiative. Such people usually have difficulty in learning new things and being innovative at the workplace.These doubts and guilt hinder them from expressing new ideas and learning through training and mission is slow. The sixth stage of development has implication on learning in the workplace. Young adults are motivated but an internal need to be generative and productive. This means that they are more flexible and interested in learning new things. Similarly, their brains are at their sharpest and they feel inclined to generate alternatives approaches to problems. Given a rich environment and the right organization culture, their potency is boundless. The biological based generative theory of determines what information is learnt and which is discarded. Values are formed at each level of development. Young adults who have electropositive values attached to learning and their self-concept are able to generate their own views hence learning. (Finger & Asn, 2000) They are also able to relinquish vacuous ideas and build on them to make powerful ones.ConclusionIn summary, it is worthwhile to expose the kinds of learning support that might work in the workplace. The ideal learning stead should be one that allows individuals to construct their own ideas and subject them to the g-t-r cycle inorder to substantiate learning. The workplace should be one that enables an individual to have a point of autonomy and initiative in initiating and sustaining learning. Y oung adults should be accorded tasks that challenge them so that hey do not stagnate at one position and they feel productive. (Sugarman, 2001) Equally important is the need to foster healthy competition within the workplace. According to the Ericksons lifespan development model, individuals can revisit feature stages if theory feels they did not adequately resolve the struggles characterizing that stage. In such cases, the workplace may play a supportive role of facilitating this resolution.BibliographyBarbara, M & Newman, P (2005). Development through Life A Psychosocial Approachs. Thomson Wadsworth.Finger, M. & Asn, M. (2000). Adult Education at the Crossroads. Learning our way out. London Zed Books.Hutchins, R. M. (1970).The Learning Society, Harmondsworth. Penguin.Schaverien, L. (2007). on the job(p) Paper An introduction to a (biologically based) generative view of learning.Sugarman, L. (2001). Life-span Development Frameworks, Accounts, and Strategies. psychology Press.