By understanding the neuro‐scientific underpinnings of the learning process and factors that hinder or limit the human ability to learn, learning and development professionals can design work‐based learning programs steeped in science that optimize the acquisition of knowledge and information. This paper aims to investigate this issue.
Primary research in neuroscience as it relates to learning.
This article explores the essential components for successful work‐based learning as well as the physical, cognitive and emotional environmental elements that facilitate how people store and recall information.
The field of neuroscience is providing both insights and pragmatic guidelines for the enhancement of learning and development practices. As more organizations differentiate through talent and stimulate exceptional employee performance, work‐based learning and development initiatives guided by scientific breakthroughs can crystallize the potential of talent and equip them with the requisite skills for high performance.
Readers will learn how the structure of neurons changes as we acquire new information and how that information is transferred into long term memory. Through this, learning and development professionals can tap the learning capabilities of the brain and ensure on the job experiences drive desired learning results.
Vorhauser‐Smith, S. (2011), "Integrate neuroscience into work‐based learning programs: designing programs based on scientific theory", Development and Learning in Organizations, Vol. 25 No. 5, pp. 13-16. https://doi.org/10.1108/14777281111159384Download as .RIS
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