Essay about The And Social Learning Theory

Essay about The And Social Learning Theory

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As the population ages and the workforce becomes increasingly older, organisations that rely on human capital must find positive ways to maintain competitiveness, in rapidly changing environments (Bausch, et al., 2014; Ropes, 2013). One method organisations have of leveraging advantage is by creating a workplace environment that values learning, whereby, workers can combine challenging and interesting work with opportunities to engage in career growth and development, that satisfies both the need for organisational effectiveness and individual success (Maurer, et al., 2003). Participation in learning in the workforce relies on factors such as: the andragogy principles of adult learning techniques as distinct to pedagogic principles and techniques (Werner & DeSimons, 2009); informal sociocultural constructivist practices dependent on mimesis and social learning theory, as an explanation for procedural and conceptual development (Billett, 2014; Russ-Elt, 2014); and application of Vroom’s (1964) expectancy theory of motivation (as cited in Colquitt, et al., 2000) in relation to the link between a persons ability and belief in performing a task being associated with positive outcomes and attached to intrinsic and extrinsic motivational reasons for engagement in learning. Individual and situational characteristics mediate these factors, both positively and negatively, particularly in regard to the effects ageing has on the ability to learn, in areas such as: learner preparedness, self-efficacy, prior knowledge and experience, career insight and job involvement levels plus organisational structure and support (Maurer, et al., 2003; Colquitt, et al., 2000; Beier & Ackerman, 2005). Couple these with the distinction between preferred learn...


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...eased capability in terms of their domain centred knowledge, stable behaviour and their life experience (Bohlinger & van Loo, 2010). While it is well documented that cognitive ability does decline with age, it is not until very late into adulthood that this becomes problematic and in the interim, adults use their knowledge and life experience to generate effective performance strategies to combat this slowing (Rocco, et al., 2014). Furthermore, workplace practices that allow older workers to share their domain knowledge, facilitate a shared sense of worth and belief that information is not lost when they retire (Ropes, 2013). Beier & Ackerman (2005) posit that slower processing capacity can be mediated by allowing additional time for older workers to complete training and considering use of different training materials and method to accommodate learning strengths.

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