ied to both classroom based and distance learning instruction. 4:7Learning theories: Vygotsky and KolbVygotsky is best known for his work relating language development to learning. Perhaps more significantly for training and development his ideas on the "zone of proximal learning" can be adapted to offer explanations when off-line training and development appears ineffective in producing change, and can point to design parameters for the development of work-based approaches. In diagrammatic form, the idea of the zone of proximal learning can be seen represented by (Figure 6)Figure 6Existing body of NewAcquired knowledgeexperienceAcquisition of new knowledgeProvided the new experience matches with existing knowledge it will be assimilated and produce new knowledge, defined in rationalist terms as knowledge applied. However, if there is too big a gap between the new experience and existing knowledge, the new experience will be rejected and there will be no new knowledge gain. Central to Kolb's thesis is the idea that learning is a proactive skill, which allows us to shape our environment. People learn constantly, and are highly sophisticated at the skills of acquiring knowledge and applying this knowledge . In other words, people will learn whether or not there is a training intervention. However, if there is a training intervention, and the aims and content are remote from existing experience then the new learning will be initially rejected or supplanted by experiential learning within the workplace environment. The second proposition for the development of work-based learning is that it must conform to the prevailing stream of experiential learning within the work place, and this conformance will engender a higher incidence of effectiveness than off-line training and development.4:8Organisation Change And DevelopmentIt has been argued above that experiential learning is derived from interaction with the working...
