Perspectives on Learning - Literature review Example

Perspectives on Learning Perspectives on Learning Introduction Rather than outlining the modern and ical theories, the perspectives in consideration bring material facts to the readers regarding human resource development which is the major problem being considered. The problem of human resource management cuts across many cycles. These perspectives which contribute to human are supreme are considered by various researchers and writers. The perspective helps to answer the question of what are the effects of the three perspectives on human resources development and its application. Discussion Considering the argument brought out in the book by Zimmerman (2000, pp. 56), in predicting motivational outcomes, which are common, including emotional reactions, persistence and efforts. This argument basis on social aspects, which are similar, to the study work of Wenger (2000, pp.226) who argues that organizations depend on learning systems which are social, Wenger (2000, pp. 228) states that there are two aspects of a conceptual framework to understand learning systems, which are social. The two aspects are personal experience, social competence and the various modes of belonging which include imagination, alignment and engagement. The factors are vital when trying to eliminate the problem of human resource. Wenger (2000, pp.232) explains that there are significant impacts of these perspectives on human resource development which plays a significant role in the economies of the market especially in economies turning towards market conditions. The perspectives have an effect on liberalization which in turn positively impacts on human resource development. The perspectives focus on increasing the international competitiveness and consequently creating more job opportunities. Social communities have social and historical definitions as seen in the argument by Engeström (2001, pp.88) who further states that activity systems within the social community take shape and undergo transformation with time and thus implying that they have historicity. This perspective on learning is supreme when dealing with the problems that the management goes through. Problems relating to the social community can only be understood by their own history. In the argument by Engeström (2001, pp.92) there is clarity that activity systems can undergo transformation which is expansive with time. This perspective focusing on community participation is supreme since it categorically outlines that the community forms the backbone of any learner since different communities demonstrate different social behaviours. This also links with the problem of human resource where the community determines how resourceful a person becomes. The perspective in the three readings dwells on human resource development which entails an integrated use of training, career development and organization so as to improve group, individual and organizational effectiveness. Human resource development as stated by Engeström (2001, pp.97) improves the most vital competencies, which enable people in an organization to conduct current jobs and future jobs following a learning activity which is planned. The problem in question being dealt in the three readings entails the development of human resource following the various perspectives contained in the readings as seen especially in the reading by Zimmerman (2000, pp. 94). Comparing with current affairs, the application of the perspectives has created able human resource in various institutions since human resource development described by the perspectives ensures that there is a match between organizational and individual needs. The issue of improved performance dealt with in the three perspectives helps in creating a better area for developing human resource and consequently improving performance. Empowering an entity to take advantage of its human resource is under consideration in the perspectives and it is under consideration by organizations currently who aim at human resource development. Supervisory and management development id dealt with in the perspectives as well as professional skills training as seen in perspective by Engeström (2001, pp.67). Self-concept is a close construct of human resource development in regard to the argument by Zimmerman (2000, pp. 85). Self-concept is a broad construct of self-description which incorporates many forms of self-evaluating feelings and self-knowledge. This argument relates to an individual rather than a whole community as seen in the research studies of Engeström (2001, pp.86) who explains that human resource gets generated through self-concept. The arguments brought out in the three readings gives focus on various perspectives of learning to ensure human resource development. The three readings focus on history and communism which receives support from the reading by Wenger (2000, pp.245) who argues that, humans have always stayed in communities and share cultural practices which reflect the collective learning of the people. Engeström (2001, pp.241) argues that over the years during the transformation of the lives of the people in terms of organizational practices and personal lives, there are new forms of activities in the community which are not there yet. These historical factors are helpful when comparing with current issues in human resource development. Implications of perspectives on human resources development In human resource development, there is a need to consider self-efficacy as stipulated by Zimmerman (2000, pp. 87). This is because self-efficacy is predictive and measures the efforts done by individuals in term of the energy given out and the rate of performance. The perspective relating to self-efficacy is ultimate in human resource development since it gives focus on cognitive beliefs, which get influenced by Enactive attainment, verbal persuasion and the physiological states. These aspects are necessary in the development of human resource since verbal persuasion impacts on self-efficacy, and it helps in describing the physiological reactions of individuals, which is vital in human resource development. The perspective of communism brought out by Wenger (2000, pp. 241) is vital in human resource development since there is consideration of enterprise which determines the level of learning energy and consequently the outcome of the learning activity on the human resource. The depth of social capital described by Wenger (2000, pp.242) defines the depth of the sense of community developed over time by mutual engagement. In this argument, mutual engagement is supreme when developing human resource. In the development of human resource, there is consideration of the degree of self awareness in individuals. Wenger (2000, pp.237) explains that an entity as well as a community needs to self-conscious in terms of the repertoire developing in them and its effects on the practices of the entity. Human resource development deals with the concepts of language and the various tools of an entity. The perspectives under consideration provide a reflective argument on the degree of self-awareness of individuals. The perspective on the theories of learning by Engeström (2001, pp. 93) is vital for the development of human resource. This perspective is crucial in the transformation of the personal lives of people and practices within an organization. In developing human resources, the personal lives of individuals who contribute to the development needs to be considered; this includes the organization which deals with human resource development. According to Engeström (2001, pp. 92) learning is vital for human resource development. This is because learning refers to conditioning and acquisition of responses taken to be correct. Learning helps to improve the relationships that people have within an organization, and the relationship between people is vital for human resource development. Considering the perspectives in the three research studies, there is enough evidence that, for the development of human resource, the historical and social perspectives are crucial. This is in support to the argument by Engeström (2001, pp. 78) and Zimmerman (2000, pp. 86) who argues that the social well-being of individuals is vital for co-existence. The historical background of an individual within the entity and consequently helping in human resource development, training is a learning activity that is vital compared to other practices that aim at human resource management. Application of perspectives in the work place In the work place, there are different people from different social backgrounds. The perspective, which is most, crucial to consider in the work place is by Engeström (2001, pp. 89). This is because, his perspective cut across social and historical issues including learning activities for the development of an organization. For an organization to prosper, the staff must have undertaken in various learning activities. These learning activities play a significant role in the training design process since in the process assessments are in consideration, and there is the creation of a learning environment covered in the reading by Engeström (2001, pp. 95). To design effective training, there is consideration of an instructional system design principle. The employees must reach their objectives for undergoing the training and measurable learning objective need to be identified before starting the training. All these aspects are in consideration in perspective and are applicable in the work place. The perspective by Engeström (2001, pp. 94) is necessary in the work place since there are forces that exist and influence working within an entity. The perspective stipulates the role of undertaking in learning activities for the development of personal carriers. The extent to which the training extends gets customized for the needs of employees, where the training under consideration is the learning activity. References Engestrom, Y. (2001). Developmental work research: expanding activity theory in practice. Berlin, Lehmanns Media. Wenger, E. (2000). Communities of practice learning, meanings, and identity. New York, Cambridge University Press. Zimmerman, J. (2000). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. New York, Routledge. Read More