Learning, Training and Development Essay Example | Topics and Well Written Essays - 3000 words

Learning, Training and Development - Essay Example The paper describes individual learning. The individual gains personal growth which he/she uses to enhance performance and develop career. Sadler-Smith identifies various theories that underpin learning at an individual level. These consist of: cognitive, behaviourist, social learning, and situated learning theories. The cognitive theory implies that an individual acquires knowledge and problem solving skills that he/she transfers to new everyday jobs through mental processes. The behaviourist theory by Ivan Pavlov, Skinner and J.B Watson views learning as a reaction to stimuli and individuals differ in their rate of learning. The social learning theory by Bandura emphasizes learning through experience since individuals cannot rely on their own actions only. They learn by observing others and only demonstrate the learned behaviour when they expect a reward. Harri-Augstein and Thomas disagree that learning is ‘a conversational construction, reconstruction and exchange of persona lly significant, relevant and viable meanings with awareness and controlled purpossiveness’. The language of dialogue used in the conversation is in form of internal thought processes and external processes of communication with others which leads to purposeful enquiry and change in mental models. The role of training practitioners is therefore to facilitate the process of dialogue and enquiry. Group learning occurs as a result of collective individual learning. ... The behaviourist theory by Ivan Pavlov, Skinner and J.B Watson views learning as a reaction to stimuli and individuals differ in their rate of learning. The social learning theory by Bandura emphasizes learning through experience since individuals cannot rely on their own actions only. They learn by observing others and only display the learned behaviour when they expect a reward. Harri-Augstein and Thomas (1991) argue that learning is ‘a conversational construction, reconstruction and exchange of personally significant, relevant and viable meanings with awareness and controlled purpossiveness’ (329). The language of dialogue used in the conversation is in form of internal thought processes and external processes of communication with others which leads to purposeful enquiry and change in mental models. The role of training practitioners is therefore to facilitate the process of dialogue and enquiry. Group (Team) Learning Group learning occurs as a result of collective i ndividual learning. Sadler-Smith (2006) argues that learning takes place within a social framework of participation hence the need to learn as a group and work collectively to achieve a common objective. Since, employees learn from each other in the group, the group should comprise of individuals with different skills and are willing to share knowledge with other members (Fenwick, 2008). The teams should be committed, collaborative, and have good communication skills. However, the management has the role to keep the groups motivated so as to gain commitment and success by giving feedback, recognizing and rewarding performance and letting the group formulate its objectives.

Essay in International Relations Example | Topics and Well Written Essays - 1750 words

In International Relations - Essay Example There are proofs that women can positively influence political culture, political approaches, and political decisions when they are part of the decision-making process. Numerous women have been largely involved in international affairs as peacemakers; working with both parties in order to come up with a diplomatic solution; coordinating with other actors and inspiring other women to be vigorously involved. Almost all women seem to have a quite different view of violence, security, and peace than majority of men. Drude Dahlerup, an expert in feminist theory, believes that women’s political involvement should be considered a potential for change. With a greater number of women in power, there has, based on the Scandinavian policymakers she has talked with, been an entire array of political changes. Chenoy and Vanaik investigate women’s political status in South Asia. Their main objective is to find out whether changing the gender balance in major agencies responsible for conflict resolution, security, and peace will create opportunities for more nonviolent solution to conflicts. They claim that it is the realism principle which prevailed in the internal conflicts in the area and the relationship between Pakistan and India (Skjelsboek et al., 2001). The principle of realism believes in patriarchy, which further influence uncompromising ideas of womanhood (Steans et al., 2013). Chenoy and Vanaik believe that in order to transform the political environment there should be a new framework for international security, which should be rooted in the understanding that gender is a component of the political domain and is integral to state’s identity and the international community’s structure. Similarly, Samuel refers to the large number of complexities and inconsistencies that describe the participation of women in conflict resolution in Sri Lanka. Women’s status and roles in Sri Lanka have transformed because of the persistent conflict . The slaughter of men has brought about an increasing number of female-led households. Samuel thoroughly explained the numerous women’s efforts with regard to the arena of conflict resolution (Banerjee, 2008). Women’s associations have collaborated vigorously with human rights agencies. The organization ‘Women for Peace’ successfully mobilized an appeal asking for negotiations; this consequently resulted in the preliminary series of political discussions between the Tamil revolutionary leaders and government officials in 1984 (Banerjee, 2008). Samuel demonstrates the vital part that women and women’s organizations have fulfilled in conflict resolution operations, and emphasizing the value of having a greater number of women engaged in the process of decision-making. Slapsak, on the other hand, presents comprehensive cultural and historical information to understand how women responded to the Yugoslav war. She claims that throughout the war those in volved, especially women’s organizations, used ancient stories of being a masculinity and femininity (Bahun-Radunovic & Rajan, 2008). Her study shows that historically, and even literarily, women are viewed as equally strong leaders as men. The idea that relationships among nations would be more diplomatic or nonviolent if women occupy powerful positions focuses mainly on the conventional belief that women are less antagonistic or aggressive and, on the contrary, more peace-loving and compassionate gender (Bahun-Radunovic & Rajan, 2008). By studying the attitude and behavior of high-ranking women in the public and private sector, it may be logical to assume that women who occupied powerful positions exhibited masculine features, making the idea that women in power are more conciliatory and are peacemakers