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The process of 

learning and 

development

Key ConCePts and terms

Cognitive learning theory

Discretionary learning

Double-loop learning

Experienced workers standard  

(EWS)

Experiential learning

Learning organization

Operant conditioning

Organizational learning

Progressive parts method of training

Reinforcement theory

Self-directed (self-managed) learning

Single-loop learning

Social learning theory

LearnIng outComes

On completing this chapter you should be able to define these key concepts. You should 

also understand:

 

●

How people learn

 

●

Learning theory

 

●

The motivation to learn

 

●

Learning styles

 

●

Learning to learn

 

●

The learning curve

 

●

The implications of learning theory 

and concepts

 

●

Operant conditioning

 

●

Organizational learning

 

●

The learning organization

 

●

Self-directed learning

291

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Part 

5

  Learning and Development

292

Introduction

The practice of learning and development should be 

based on an understanding of learning theory and 

the processes involved in learning and development 

as  described  in  this  chapter.  These  processes  are 

complex and varied.

How people learn

Individuals learn for themselves but they also learn 

from other people – their managers and co-workers 

(social learning). They learn mainly by doing (ex-

periential learning) and to a much lesser extent by 

instruction.  The  ways  in  which  individuals  learn 

will differ and what they learn will depend largely 

on how well they are motivated or self-motivated. 

Discretionary learning (self-directed or self-managed) 

takes place when individuals of their own volition 

actively seek to acquire the knowledge and skills they 

need to carry out their work effectively. It should be 

encouraged and supported.

The  70/20/10  model  for  learning  and  develop-

ment is based on research conducted by the Centre 

for  Creative  Leadership  which  was  described  by 

Lombardo and Eichinger (1996). The model explains 

that people’s development will be about 70 per cent 

from work experience, about 20 per cent from social 

learning (through managers by example and feedback 

and by fellow workers) and 10 per cent from courses 

and reading. In other words, by far the majority of 

learning takes place in the workplace. This should 

be  the  guiding  principle  for  learning  and  develop-

ment programmes.

Learning theory

The key learning theories are:

 

●

Reinforcement theory – based on the work 

of Skinner (1974) this expresses the belief 

that changes in behaviour take place as a 

result of an individual’s response to events  

or stimuli and the ensuing consequences 

(rewards or punishments). Individuals can  

be ‘conditioned’ to repeat the behaviour by 

positive reinforcement in the form of 

feedback and knowledge of results.  

This is known as ‘operant conditioning’.

 

●

Cognitive learning theory – learning involves 

gaining knowledge and understanding by 

absorbing information in the form of 

principles, concepts and facts and then 

internalizing it. Learners can be regarded as 

powerful information-processing machines.

 

●

Experiential learning theory – experiential 

learning takes place when people learn from 

their experience by absorbing and reflecting 

on it so that it can be understood and 

applied. Thus people become active agents  

of their own learning.

 

●

Social learning theory – this states that 

effective learning requires social interaction. 

Wenger (1998) suggested that we all 

participate in ‘communities of practice’ 

(groups of people with shared expertise  

who work together) and that these are our 

primary sources of learning. Bandura (1977) 

viewed learning as a series of information-

processing steps set in train by social 

interactions.