Ibrahim Sameer (MBA - Specialized in Finance, B.Com – Specialized in Accounting & Marketing)

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Learning Objectives Explain the learning theories relevant to HRD

Discuss the importance of learning in human resource

development

Differentiate between individual and organizational learning

Outline models of skill development

Identify outcomes of learning

Explain the role of learning and development in organizations

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Defined Learning Learning is a natural process that happens throughout our

lifetime.

The new born baby learns that he/she will be fed when

they cry, the child learns not to touch fire because its hot

and growing up we learn through school and life

experiences. There is no requirement to be in a classroom

to achieve learning.

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Defined Learning (cont…) The simplest definition of learning states that it is a

change in behavior resulting from experience. The key

concepts outlined in this definition; ‘change,

‘behavior’ and ‘experience’ explain the essence of

learning.

The change comes as a result of experiences that the

individual encounters.

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Defined Learning (cont…)

Applying this to some activities in HRD, consider:

The new employee who is given an orientation

(experience) in order to ensure that he/she can

adequately perform his/her job duties (changed

behavior)

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The Learning Cycle and Learning Styles

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The Learning Cycle first proposed the David Kolb and

further developed by Honey and Mumford (1989) has

four stages as illustrated below:

The Learning Cycle and Learning Styles (cont…)

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The Learning Cycle and Learning Styles (cont…)

The learning cycle, starting from Activity (or

experience), encourages a learner to go through the

processes of reflecting on experience, building own

theories about the experience and then planning to

use the learning to practice in future.

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The Learning Cycle and Learning Styles (cont…)

The 4 learning styles according to the Honey and Mumford

questionnaire are:

Reflector: Prefers to learn from activities that allow them

to watch, think, and review (time to think things over)

what has happened. Likes to use journals and other

readings as well as brainstorming. A typical reflector would

prefer to read or listen and reflect on what was being said.

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The Learning Cycle and Learning Styles (cont…)

Theorist: Prefer to think problems through in a step-

by-step manner. Likes lectures, case studies, models,

and readings. The theorist would prefer to create

linkages of what is being delivered in a lecture and try

to organize this information as a ‘theory’.

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The Learning Cycle and Learning Styles (cont…)

Pragmatist: Prefers to apply new learning to actual

practice to see if they work. Likes laboratories, field

work, and observations. The pragmatist typically looks

for ways to apply contents of a lecture into real life.

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The Learning Cycle and Learning Styles (cont…)

Activist: Prefers the challenges of new experiences,

involvement with others, assimilations and role-

playing. The activist prefers hands-on experiences of

doing things rather than sitting back and reflecting or

theorizing.

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Other Theories about the Process of Learning

BEHAVIOURIST APPROACH TO LEARNING

This approach builds on the link between stimulus and

response to modify behavior of individuals through

reinforcement or other methods. The concept of classical

conditioning developed by Pavlov and operant

conditioning developed by Skinner, theorizes that

individual behavior can be modified through reward and

repetition.

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Other Theories about the Process of Learning (cont…)

COGNITIVE LEARNING THEORY & INFORMATION PROCESSING

The cognitive learning theory proposes an understanding

of how individuals act in a certain way based on the logic of

what makes sense to them. In other words, it proposes that

individuals make sense of their environment before

behaving in a certain way.

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LEVELS OF LEARNING Dreyfus et al’s model outlines five stages of skills acquisition:

Stage 1- Novice: These are the beginners with no previous

knowledge or experience. They require a lot of monitoring and

input from a facilitator to move forward on this continuum.

Stage 2 - Advanced beginner: Advanced beginners are a bit

more confident than novices and can experiment application of

skills to new situations.

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LEVELS OF LEARNING (cont…) Stage 3 - Competent: Achieving competence means that the

leaner is able to perform as well as solve problems and take

responsibility.

Stage 4 – Proficient: When proficiency is achieved, learners are

confident and can take in other peoples learning to improve the

skill on their own.

Stage 5 - Expert: Experts can usually perform their skills and

solve problems intuitively.

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Adult Learning According to Kemp et al (1996: 46), the following

principles should be remembered in learning

interventions for adults.

They come into the learning environment with a lot of

experience which can be utilized as a learning

resource.

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Adult Learning (cont…) They want to know how what is learned will be

beneficial and therefore want the material to be

relevant.

Time is an important consideration for adults and it is

important not to waste time in learning interventions.

Adults want to participate in making decisions

regarding their learning and development.

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Learning Curves

It is important to remember that individuals learn at

different rates in arranging for training in the

organization. We tend to learn a new task rapidly at

first, but with experience and practice the rate of

learning tend to decrease.

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The Outcomes of Learning Skill: the ability to perform a specific task. (e.g. typing skills)

Competence: the ability to apply knowledge and skills together with

understanding to a work activity. This is comprised on know-how

(knowing about ‘knowing how to do something’) and the capability to

do it.

Employability: Individual learning indirectly improves the

employability of a person. This has become important as individual

employees no longer has aspirations of being in the same job till

retirement.

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Learning Vs Training Learning is what an organization wants to happen

through education and training. A focus on the

‘learner’ rather than the ‘instructor’ or ‘trainer’ is more

useful for the organization if it wants to achieve

constructive learning in the workplace.

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Learning Vs Training (cont…)

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Retention of Learning The following aspects in a learning intervention affect

the retention of learning.

Meaningfulness of material: If material that is

learned is meaningful to the learner it is more likely to

be retained.

Original Learning: if content is more effectively

presented and learnt, it is likely to be retained.

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Retention of Learning (cont…)

Interference: learning could hinder current learning

that is different from what has been learned before.

For example learning a new procedure could be

difficult because people have leant and used the

procedure in a different way in the past.

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Transfer of Learning What is learnt is not automatically transferred to the

performance of job duties. Transfer of learning could be

categorized into the following:

Positive transfer: when job performance improves after learning.

Zero transfer: when there is no change in performance after

learning

Negative transfer: detrimental effects on performance after the

learning.

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Transfer of Learning (cont…)

In order to increase greater transfer of learning HRD

professionals should pay attention to the following:

Clearly state learning objectives

Make learning situations as similar to the job

situations as possible

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Transfer of Learning (cont…)

Provide opportunities to implement the learning, or

practice what was learnt before the end of the learning

program.

Use variety of methods in learning

Provide support for employees in the work

environment, after the learning program.

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THE HOLOGRAPHIC ORGANISATION

The holographic organization defined as looking at

the organization as a brain according to Morgan

(1997).

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DEVELOPMENT OF THE INDIVIDUAL

Together with learning, organizations also focus on the

development of the individual. The following types of

development need to be considered by organizations

Employee development: provision of various

learning experiences for employees with the aim of

equipping them with knowledge, skills, and abilities

for and outside the workplace.

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DEVELOPMENT OF THE INDIVIDUAL (cont…)

Staff development: Similar to employee

development, with a slight difference. Staff

development refers to the provision of administrative,

technical and professional learning with the aim of

equipping these staff with the requirements of their

current jobs.

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DEVELOPMENT OF THE INDIVIDUAL (cont…)

Management and Organizational development:

management development refers to the development of

managers for improved performance in their job and

organizational development is usually a series of change

efforts aimed at developing the organization.

Self development: As the term implies, this is

development of self, or individuals taking responsibility to

their own learning.

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DEVELOPMENT OF THE INDIVIDUAL (cont…)

Professional development: focusing on

professionals, professional development is learning

and development efforts to improve people who work

in professions such as teachers and doctors.

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Q & A

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