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LEARNING

This document summarizes key learning processes and principles discussed in a management course. It outlines six learning processes: readiness, exercise, effect, primacy, intensity, and recency. It also describes five learning principles: participation, repetition, relevance, transference, and feedback. For each, it provides a brief definition or example of how it relates to effective learning. The document was submitted by two students for a third semester Principles of Management course at Government College Women University in Sialkot, Pakistan.

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Fatima Khan
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9 views

LEARNING

This document summarizes key learning processes and principles discussed in a management course. It outlines six learning processes: readiness, exercise, effect, primacy, intensity, and recency. It also describes five learning principles: participation, repetition, relevance, transference, and feedback. For each, it provides a brief definition or example of how it relates to effective learning. The document was submitted by two students for a third semester Principles of Management course at Government College Women University in Sialkot, Pakistan.

Uploaded by

Fatima Khan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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GOVERMENT COLLEGE

WOMEN UNIVERSITY
SIALKOT

Submitted BY: Fatima Khan (079) & Malaika Falak (070)


Submitted To: Ma'am Sibhga
Subject Tittle: Principles of Management
Subject Code: Mang-101
Semester: 3rd Semester
DOS: 20.03.2023

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TOPIC:
LEARNING WITH UNDERSTANDING

LEARNING PROCESSES:

The learning processes may involve:


 Readiness
 Exercise
 Effect
 Primacy
 Intensity
 Recency

READINESS:
Readiness is an important process in learning as individuals learns best when they
are ready to learn and sometimes, they do not learn well as they see no reason for
learning.
Readiness implies a degree of single mindedness and eagerness who students are
ready to learn they meet the instructor at least halfway and this simplifies the
instructor’s job.

EXERCISE:
The process of exercise states that those things most often repeated are best
recommended. The mind can rarely retain, evaluate & apply new concepts and
practice after a single exposure.

EFFECT:
Based on the emotional reaction of the student.
It states that learning is strengthened when accomplished a pleasant or satisfying
feeling and that learning get vanishes when associated with an unpleasant affect.

PRIMACY:
The state of being first often create a strong almost unshakable impression.
For the instructor it means that what is taught must be right for the first time.
For the student it means that learning must be right.
Unteaching is more difficult than teaching.

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INTENSITY:
The principle of intensity implies that a student will learn more from the real thing
than from a substitute.
In contrast to fight instruction and stop interaction the classroom imposes
limitations on the amount of reason that can be taught into teaching.

RECENCY:
The process of recency states that things most recently learned are best
recommended.

LEARNING PRINCIPLES

The five principle of learning are:


 Participation
 Repetition
 Relevance
 Transference
 Feedback

PARTICIPATION:
Learning should permit and encourage the active participation of the learner.
Participation improves motivation and apparently engages more senses that
reinforce the learning process. As a result of participation, people learn more
quickly and retain that learning longer.

REPETITION:
An important principle of learning is to provide the learner with the opportunity for
practice and repetition. To gain the full benefit of training, learned behaviors must
be overlearned to ensure smooth performance and a minimum of forgetting at a
later date.
Proficiency in learning and retaining new skills is improved when individuals
visualize themselves performing the new behavior.

RELEVANCE:
Learning is helped when the material to be learned is meaningful. The learning
should be problem-centered rather than content centered.

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People are motivated to learn when training is immediately relevant to help them
solve a current problem. Learning something just because someone says “it is
important” is not as motivating.

TRANSFERENCE:
Because the training occurs in a special environment, an important question to ask
is whether learning will transfer to the actual job situation.
Transfer of training occurs when trainees can apply the knowledge and skills
learned in training courses to their jobs. The training has failed if the learning in
one setting does not transfer to the actual job situation.
Three transfers training situations are possible:
 Positive transfer of training when the training activities enhance
performance in the new situation;
 negative transfer of training, when the training activities inhibit performance
in a new situation; and
 no observable effect of training.

FEEDBACK:
Feedback gives learners information on their progress. Performance feedback is a
necessary prerequisite for learning. Feedback improves performance not only by
helping learners correct their mistakes but also by providing reinforcement for
learning.
Knowledge of results is a positive reinforcement in itself. Learning activities have
more intrinsic interest if feedback is available.
Nevertheless, performance feedback should do more than inform learners whether
they are right or wrong.
Merely informing the trainees that they were wrong is not as effective as telling
them why they were wrong and how they can avoid making mistakes in the future.
In general, knowledge of results is an essential feature of learning, and this
knowledge comes after the learner’s response.

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