Chapter 27Training, development and learning

Chapter Outline

LEARNING

Importance of learning in the workplace

TRAINING, DEVELOPMENT AND EDUCATION

Learning styles

Kolb’s experiential learning theory

Role of HR in learning

Stages in the process

Characteristics

Identifying training needs

Evaluating effectiveness

Benefits for individual and organisation

Learning Learning maybe defined as a relatively

permanent change in behaviour that results from experience.

The difference between learning and performance is that learning refers to the potential change in behaviour, whereas performance refers to the translation of this potential into behaviour. Therefore, while behaviour is necessary to determine whether learning has taken place, its absence does not imply that learning has not taken place.

Learning Learning is a process of acquiring

knowledge through experience which leads to a change in behaviour.

Learning occurs in new situations & may be triggered by questions – about facts, processes or purposes.

Includes acquisition of new skills, new knowledge, a modified attitude or a combination of all three.

Learning Formal Informal Incidental

Learning

•Undertaken deliberately when individuals consciously ‘learn’ and ‘study’

•Highly structured

Formal

•Usually intentional but not highly structured

•Examples include self-directed learning, networking, coaching and mentoring

Informal

•A by-product of some other activity, e.g. learning from mistakes or trial and error

•Learning may be taken for granted, tacit or unconscious

Incidental learning

The learning curveThe pace of learning or progress changes

with familiarity. The shape of the learning curve depends on the type of work or task & the individual.

Early slow progress

Intermediate learning plateau

Sudden improvement

Final learning plateau

Importance of learning in the workplace

If you want to develop an organisation, then develop its people and they will develop

the organisation.

Importance of learning in the workplaceCan lead to increased competence,

understanding, self-esteem and moralePeople who enjoy learning are more flexible

in times of constant change and therefore are more adaptable to organisational turbulence

Learning culture can increase productivity and competitiveness of organisations

If not given learning opp., employees might feel undervalued and become disenchanted.

Lifelong learning Concern of all employees

CPD (continuing professional development) ‘The continuous maintenance, development and

enhancement of the professional and personal knowledge, skills and ability, often termed competence, which members of certain professions require throughout their working lives.’

Lifelong learning approach to planning, managing and getting the most from an individual’s own development

Learning organisation Facilitates the learning of all its members and

continuously transforms itself They generate and transfer knowledge They learn from others and from past experience They tolerate risk and failures as learning

opportunities The have a systematic, ongoing, collective and

scientific approach to problem-solving

Kolb’s experiential learning theory

Experience

Observation & reflection

Active experimentation

Abstract concepts &

generalisations

Kolb’s experiential learning theory Different people have different preferences within

the cycle. Do you prefer watching or doing the task? Do you prefer feeling or thinking about the

experience? Based on these preferences, Kolb defined 4

learning styles

Kolb’s learning styles Diverging (feeling & watching) Assimilating (watching & thinking) Converging (doing & thinking) Accommodating (doing & feeling)

Learning styles – Honey & Mumford

Common-sense learner

Dynamic learner

Imaginative learner

Analytic learner

Implications of Kolb and Honey & Mumford’s theories Most people exhibit clear strong preferences for

one style (and tend to learn more effectively if learning is geared to their preference)

We should not assume that the ability to use or ‘switch between’ different styles comes easily or naturally to many people

Honey & Mumford designed a self-description questionnaire to discover your preferred learning style

Honey & Mumford’s suggestions Activists – practical approach to training; flexible

and optimistic; prefer practical problems; enjoy participation and challenge; are easily bored and have a dislike of theory; must have hands-on training

Theorists – require learning to be programmed and structures; designed to allow time for analysis; provided by people who share the same preference for ideas and analysis

Honey & Mumford’s suggestions Reflectors – need observational approach to

training; need to work at their own pace – slow, cautious and non-participative; conclusions are carefully thought out; do not find learning easy especially if rushed

Pragmatists – need to see a direct value and link between training and real problems and aim to do things better; enjoy learning new techniques and tasks; are good at finding improved ways of doing things

Honey and Mumford’s learning styles

• open to new experiences

• ‘hands on’, enjoy teamwork and role-playsActivists• prefer to observe others before taking action

• Cautious, likely to adopt a ‘low profile’Reflectors• need to understand underlying principles

• Learn best in a classroom environmentTheorists• keen to deal with real situations

• learn best ‘on the job’Pragmatists

Training, development and education Education: ‘activities which aim at developing the

knowledge skills, moral values and understanding required in all aspects of life rather than a knowledge skill related to only a limited field of activity’

Training: ‘planned and systematic modification of behaviour through learning events, programmes and instruction which enable individuals to achieve the level of knowledge, skills and competence to carry out their work effectively’

Development: ‘growth or realisation of person’s ability and potential through conscious or unconscious learning and educational experiences’

HRD programmes Are divided into 3 main categories

Training for the present Education for the future Developing to lead

HRD programmes Training:

Planned process to modify attitude, knowledge, skill or behaviour to achieve effective performance in an activity

Job –orientated rather than personal Education:

Basic instruction in knowledge, skills designed to enable people to make the most of life in general

Personal and broadly based Development:

Broader view of knowledge and skills acquisition than training, concerned more with changes in attitudes, behaviour and potential than with immediate skill

Relates more to career development than job development Learning for growth of the individual, but not related to a

specific present or future job

Training, development and education

Training and education can be completely evaluated (when learners return to work or move on to their future jobs/tasks)

Development cannot always be fully assessed

Benefits of training for the organisation Provision of trained personnel Improvement of existing skills Increased employee knowledge Improved job performance Improved customer service Greater staff commitment Increased value of the org’s human assets The personal development of employees Motivated employees, low staff turnover, more

flexible workforce

Benefits of training for the individual Increased motivation Individual goals equating to those of the orgNeeds & aims to develop abilities & talents

satisfiedNewly acquired skills for future use Increased confidence and job satisfaction

Stages in the T&D process

Identifying T & D needs

Follow-up – how successful is the training program

Training planning

Implementation of plans

Systematic approach to T&D

Identifying training needs Defining the learning required Setting training objectives Planning the training Delivering/implementing the training Evaluating the training

Training needs analysis (TNA) Training needs are highlighted by a job training

analysis. Job training analysis is the process of identifying

the purpose of the job and its component parts, and specifying what must be learnt in order for there to be effective performance.

Job training analysis identifies the training gap, i.e. the difference between the knowledge & skill required for effective job performance and the knowledge & skill already possessed by the employee.

Training needs analysis (TNA) Several methods can be used to assess

an org’s training needs. These vary from a broad analysis of corporate strategy & org goals to more specifically individuals performance appraisals.

Training needs analysis (TNA)

1. Organizational analysis: Analyzing the org in terms of its features and

problems may indicate training needs. Such an analysis may involve: Analysis of the overall performance of the org Analysis of the policies of the org, e.g. promotion

policy Analysis of indicators of org health, e.g.

absenteeism, turnover Analysis of changes in legislation

Training needs analysis (TNA)

2. Performance appraisal

PA assessments provide valuable information on an individuals need for training.

Training needs analysis (TNA)

3. Job analysis Usually involves 5 phases, namely:

Analysis of the requirements of the job Analysis of the particular skills required to do the

job A detailed study of the duties, responsibilities &

tasks carried out Analysis of the KSAO’s required by the job

holder – person specification Description of training requirements for the job

Training needs analysis (TNA)

4. Other approaches include employee performance records, customer feedback and observation.

Methods of T&D For individuals:

On-the-job and off-the-job training Mentoring Coaching Computerized interactive learning Planned experiences Self-managed learning

For groups: Lectures, discussions Case studies and role playing Syndicates T-group system Biz games Outdoor training

Methods of T&D Outdoor training:

Equates the skills of outdoor pursuits – planning, organizing, team building & dealing with uncertainty – with management qualities of leadership, communication, coordination, motivation & creativity.

Off the job training Courses Computer-based training E-learning Techniques include lectures, seminars,

role plays, case studies and in-tray exercises

On the job training Demonstration/instruction Job rotation Temporary promotion Work shadowing / ‘Assistant to’ positions Action learning Committees Project work

Induction training Purpose:

Help new recruits to find their bearings Socialise into new culture and norms Support Identify on-going training and development

needs Avoid initial problem at the ‘induction crisis’

stage of the employment life cycle, when frustration, disorientation and disappointment may otherwise cause new recruits to leave the organisation prematurely

Induction training Process:

Introduce to work premises and facilities Discuss relevant policies and procedures with

HR Manager (conditions of employment, leave, OHS)

Introduce to key people in the office, assign mentor

Introduce to work procedures (JD, goals…) Plan and implement appropriate training

programme as needed Monitor process

Evaluating the training programme Evaluation: ‘any attempt to obtain information

(feedback) on the effect of a training programme and to assess the value of the training in the light of that information’

Training-centred evaluation aims to assess the inputs to training, i.e. right tools.

Whatever evaluation method is used it should be done before (clarify existing KSAs, plan event and

provide yardstick by which to measure) during (rate of learning iot pace the learning to suit

the trainee and offer remedial help if needed) and after the event (immediately after training or

over a long time)

Evaluating the training programme

Hamblin identified 5 levels of evaluation:1. Reactions of the trainees

2. The new skills & knowledge that have been acquired or behavioural changes that have taken place

3. Job behaviour

4. Organization

5. Ultimate value

Evaluating the training programmeLevels of evaluation

Evaluation strategy

Reactions Reaction-centered – trainee reaction e.g. end-of-course questionnaires

Learning Learning –centered – measures learning achieved, e.g. tests, interviews

Changes in job behaviour

Job-related – measures of learning applied in the workplace , e.g. observation, career development

Changes in organisation

Org development – measures org changes resulting from T & D

Impact on org. goalsultimate value

Cost benefit – what has training done for profitability, survival or growth

Features of a Learning Organisationadapts to changeencourages questions and experimentationsees mistakes as part of learningsupports risk-taking and initiativeknowledge shared openly and willinglypeople committed to continuous

professional development

Management’s role in a learning org is to encourage continuous learning, acquisition of new KSA’s.

The following approach should be followed: The process of strategy formulation should be

designed with learning in mind All members of the org should be encouraged

& given the opportunity to contribute to policy making, as part of the learning process

Role of management in a learning organisation

Management’s role cont… Information should be seen as a resource to be

exploited by all members of the org, not as a power tool reserved for a chosen few.

Accounting systems should be designed in such a way so that members of the org can learn how the cash resource is used.

Employees should be encouraged to see internal users of their outputs as their customers

Employees should be encouraged to see the diversity of rewards they enjoy, & there should be openness about why some people are paid more than others

Org structures should be designed in such a way so as to facilitate change & flexibility

Employees who have contacts outside the org, should impart the knowledge they determine from such contacts to improve the org knowledge base

Mgt must foster a climate for learning Mgt must make provisions for structured learning

to take place.

Management’s role cont…