Individuals learn in different ways, and managers must understand these methods to develop their teams effectively.
One method isformal learning, such as classroom courses, e-learning, or qualifications like CIPS. This gives structured knowledge and ensures consistency, but it may lack immediate workplace application.
A second method ison-the-job learning, where skills are developed through daily tasks, job rotation or shadowing. This is practical and tailored to the workplace but may be inconsistent without good supervision.
A third approach isexperiential learning, based on Kolb’s cycle of experience, reflection, conceptualisation and testing. For example, a buyer may learn negotiation skills by practising in a live supplier meeting, reflecting on performance, and then improving.
Another method issocial learning, as described by Bandura. Individuals learn by observing and modelling others’ behaviour. In procurement, junior staff may observe how senior colleagues manage supplier relationships and copy effective practices.
Finally, there isself-directed learning, where individuals take initiative through reading, research or online courses. This builds independence but requires strong personal motivation.
In contrast, formal learning is structured and standardised, while experiential and social learning are more practical and situational. On-the-job learning blends practice with support, whereas self-directed learning provides autonomy but less guidance. Most organisations use a mix of these methods to ensure balanced development.
One important factor that influences learning is an individual’slearning style. According to Honey and Mumford, some people areactivists(learn best by doing), others arereflectors(learn by observing and thinking),theorists(prefer analysing concepts), orpragmatists(want to apply ideas in practice). For example, in procurement training, an activist may benefit from a role-play negotiation, while a theorist may prefer studying sourcing models before application. Managers who recognise learning styles can tailor development activities to individual preferences, making learning more effective.
In conclusion, individuals can learn through formal, on-the-job, experiential, social, or self-directed approaches, each with strengths and weaknesses. Learning effectiveness depends on personal factors such as style, and managers who understand these differences can create development opportunities that are both motivating and productive.
