Chapter 27 Training, development and learning

1. Chapter 27 Training, development and learning

2. Chapter Outline LEARNING TRAINING, DEVELOPMENT AND EDUCATION Importance of learning in the workplace Characteristics Stages in the process Learning styles Kolb’s experiential learning theory Identifying training needs Evaluating effectiveness Role of HR in learning Benefits for individual and organisation

3. 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.

4. 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.

5. Learning • Formal • Informal • Incidental

6. Learning

7. Final learning plateau Sudden improvement Intermediate learning plateau Early slow progress The learning curve • The pace of learning or progress changes with familiarity. The shape of the learning curve depends on the type of work or task & the individual.

8. Importance of learning in the workplace If you want to develop an organisation, then develop its people and they will develop the organisation.

9. Importance of learning in the workplace • Can lead to increased competence, understanding, self-esteem and morale • People 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.

10. 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

11. 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

12. Kolb’s experiential learning theory Experience Active experimentation Observation & reflection Abstract concepts & generalisations

13. 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

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

15. Learning styles – Honey & Mumford Dynamic learner Imaginative learner Common-sense learner Analytic learner

16. 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

17. 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

18. 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

19. Honey and Mumford’s learning styles

20. 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’

21. HRD programmes • Are divided into 3 main categories • Training for the present • Education for the future • Developing to lead

22. 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

23. 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

24. 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

25. Benefits of training for the individual • Increased motivation • Individual goals equating to those of the org • Needs & aims to develop abilities & talents satisfied • Newly acquired skills for future use • Increased confidence and job satisfaction

26. Stages in the T&D process Identifying T & D needs Follow-up – how successful is the training program Trainingplanning Implementation of plans

27. 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

28. 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.

29. 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.

30. Training needs analysis (TNA) • 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

31. Training needs analysis (TNA) • Performance appraisal PA assessments provide valuable information on an individuals need for training.

32. Training needs analysis (TNA) • 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

33. Training needs analysis (TNA) • Other approaches include employee performance records, customer feedback and observation.

34. 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

35. 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.

36. Off the job training • Courses • Computer-based training • E-learning • Techniques include lectures, seminars, role plays, case studies and in-tray exercises

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

38. 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

39. 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

40. 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)

41. Evaluating the training programme • Hamblin identified 5 levels of evaluation: • Reactions of the trainees • The new skills & knowledge that have been acquired or behavioural changes that have taken place • Job behaviour • Organization • Ultimate value

42. Evaluating the training programme

43. Features of a Learning Organisation • adapts to change • encourages questions and experimentation • sees mistakes as part of learning • supports risk-taking and initiative • knowledge shared openly and willingly • people committed to continuous professional development

44. Role of management in a learning organisation • 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

45. 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

46. Management’s role cont… • 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.