The Learning Environment: Learning theories- gagne’s, blooms Taxonomy, learning styles, stages of learning, learning principles, models for becoming learning organization, challenges to become learning organization, trainee readiness, trainee motivation to learn, motivational theories.

1. The Learning Environment
MS. PREETI BHASKAR
ASSISTANT PROFESSOR
ICFAI BUSINESS SCHOOL , DEHRADUN

2. Content
• Learning
• Learning outcomes
• Stages of learning
• Gagne’s, blooms taxonomy
• Learning styles
• Learning principles
• Challenges to become learning organization

3. Learning
• Learning is the
process of acquiring
new, or modifying
existing, knowledge,
behaviors, skills,
values, or preferences.

4. facts, making sense of
something, adding to prior
knowledge, making connections
Finding out how to do
something, communication,
specialist, physical, academic,
new skills, development or
enhancement of existing skills
Actions of people (past, present
and future intentions), changes
in thoughts
Enjoyment, surprise, fun,
creativity, exploratory
behaviour, experimentation
Feelings, changes in attitude
and perception, empathy,
increased motivation to do
something or try something
new, pride

5. Learning Outcome
• Learning outcomes are statements
that describe significant and
essential learning that learners
have achieved, and can reliably
demonstrate at the end of
acourse or program

6. learning styles

7. https://www.youtube.com/watch?v=UhN2JUMWG6s
“Four Stages of learning any new skill”
Noel Burch in the 1970s

8. Unconscious
incompetence
This stage you don’t know how to do something and are
normally unaware that that you don’t know. You have never
tried to do it. If you have never flown an airplane before
then you have no idea of how to fly one now. It is
important at this stage for you to acknowledge your
incompetence and the value of the new skill before moving
on to the next stage.
Conscious
incompetence
As you learn to read the instruments and how to handle the
controls of the airplane, you become aware of your inability to
fly. You struggle to maintain level flight and to bank the aircraft
under the instructions of your trainer. At this stage you enter
into conscious incompetence, this is where you realize you are
not yet competent. It is here that you learn all that you didn’t
know and begin to acquire the skill of flying.

9. Conscious
competence
You have now acquired some competence and knowledge of
flying. Here you move into the conscious competence stage.
This is where you can fly, but only by consciously
remembering and focusing on what you have seen and
learned. You have not reached the stage of being a good
pilot. You new skills still require you to constantly pay
attention through intense concentration. Improvement at
this stage is slow as you continually add to your skill through
constant effort to improve.
Unconscious
competence
When you have attained this level of competence through
learning, you know you can do it without consciously thinking
about it. It no longer requires all your concentration and
conscious effort. Actions have become habitual and automatic
leaving your conscious mind free.

10. The ADDIE Model

11. The ADDIE Model
• ADDIE stands for Analyze, Design, Develop, Implement, and Evaluate. These equate to a 5-phase
process for developing instructional materials.
• Analyze: The instructional designer clarifies the problem to be addressed with an instructional
intervention, defines the training need and conducts an extensive audience analysis to determine the
instructional environment, pre-existing knowledge, skills and abilities, opportunities and constraints.
• Design: The instructional designer writes learning objectives and determines the instructional strategies
that will be utilized to achieve those objectives. Decisions are made about how the instructional
materials will look, feel, operate, and be delivered to the learner. Storyboards and elearning prototypes
are created.
• Develop: Content is assembled and incorporated into the design to produce the instructional or
performance support materials. Deliverable is reviewed for quality and revised.
• Implement: The finished course or performance support tool is rolled out to the intended audience
and its impact is monitored.
• Evaluate: The instructional designer uses various methods to determine whether the course or
performance support tool is delivering the expected results.

12. Bloom’s Taxonomy

13. Bloom’s Taxonomy
• Bloom’s Taxonomy, revised in 2001 by Anderson and
Krathwohl, defines the six levels of cognitive learning starting
with the simplest at the bottom and moving up through the
levels to the most complex, or deepest learning. As an
instructional design framework, Bloom’s Taxonomy ensures
that learners push through the lower levels of remembering
and understanding new information, to being able to apply it,
analyze it, evaluate its impact, and ultimately to solve unique
problems by creating solutions that would not have been
possible without the new knowledge.

14. Gagne’s Nine Events of Instruction

15. Gagne’s Nine Events of Instruction
• Robert Gagne’s Nine Events of Instruction is based on the behaviorist approach to
learning. Gagne identified the mental conditions needed for learning in adults. He then
created his Nine Events of Instruction to address the conditions of learning. The Nine
Events of Instruction are:
• Gain the student’s attention. Emotional buy-in is the first step in laying the
foundation for learning retention. This can be done by telling a story or asking a
thought-provoking question.
• Inform students of the objectives. Establishes expectations for the course and criteria
for measuring success or failure.
• Stimulate recall of prior learning. Leverages existing knowledge as a scaffold to
incorporate new knowledge.
• Present the content. Use chunking for easy consumption of the content.
• Provide learner guidance. Supplement the content with case studies, activities,
discussion questions and other instructional support materials.
• Elicit performance. Challenge learner’s activities that recall, utilize, and evaluate
knowledge.
• Provide feedback. Use immediate feedback to reinforce knowledge
• Assess performance. Test learner knowledge against established criteria
• Enhance retention and transfer to job. Use content retention strategies to
appropriate job aids to retain new knowledge.

16. Learning Organizations
• learning organization is a company that
facilitates the learning of its members and
continuously transforms itself.
• Learning organizations develop as a result
of the pressures facing modern
organizations and enables them to
remain competitive in the business
environment.
http://www.yourarticlelibrary.com/organization/learning-organizations-introduction-
definitions-concepts-and-characteristics/45125

18. Challenges Of Organizational Learning
Challenges with Goals
Employee Resistance to Change
Lack of Leadership Training
Ignoring the Elephant in the Room
Disregard of Team Success
No Motivation for Growth
Short-Term Focus
Challenges and Complexity with the Process
Challenges with Turnover
https://tweakyourbiz.com/management/top-5-challenges-organizational-learning
https://blog.walkme.com/7-barriers-to-organizational-learning/