Chapter 27Training, development and learning
Chapter OutlineLEARNING
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 unconsciousIncidental 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 trainees2. The new skills & knowledge that have been
acquired or behavioural changes that have taken place
3. Job behaviour4. Organization5. 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…