Shift in Individual Development

1. Shift in Individual Development • Move from identifying training needs to identifying learning needs • Move in who identifies needs • An interest in technical skills to the development of personal skills, self management and attitudes • Greater pressure on development that is future oriented

2. Theoretical Approaches • Behaviourist approach • Cognitive approach • Social learning • Constructivist perspective

3. Behaviourist Approach • Earliest approach • Concentrates on changes in observable behaviour • Skinner, Watson, and Pavlov • Behaviour linked to certain rewards/sanctions

4. Behaviourist Approach - Problems • Trainers are not interested in what is going on in learners’ heads • Learners just follow the routine to be learned • It is overtly manipulative • It is simplistic and limited • May produce temporary changes and increases cynicism

5. Cognitive Approaches • Based on information processing perspective • More concerned with what’s going on in learner’s head • Maps out stages of learning • Stresses importance of learner motivation and individual needs, control individual has on learning, etc

6. Cognitive Approaches - Strengths • Stresses importance of learner motivation and needs • Recognises control of learner over what is learned • Identifies feedback as an important part of learning

7. Cognitive Approaches - Weaknesses • Assumes learning is neutral and unproblematic • It ignores emotion

8. Social Learning Theory • Learning is a social event • Based on needs of humans to fit in with others • Uses role models, mentors and peer support

9. Social Learning Theory - Disadvantages • Ignores the role of choice for the individual • It is based to an extent on a masquerade

10. Constructivist Perspectives • Recognises that learning is very personal and threatening process • Development of the information processing perspective • Does not regard learning as a neutral process • Perception of our experiences that countInformation and potential learning need to fit with meaning structures

11. The Learning Cycle Figure 18.1  The learning cycle

12. Honey & Mumford • Activists • Reflectors • Theorists • Pragmatists

13. Planned & Emergent Learning Table 18.1  Planned and emergent learning Source: Adapted from D. Megginson (1994) ‘Planned and emergent learning: A framework and a method’, Executive Development, Vol. 7, No. 6, pp. 29–32.

14. Learning Curves Figure 18.2  The reality of learning progress

15. A Systematic Model of Learning & Training Figure 18.3  A systematic model of learning and training

16. Analysing Needs Problem centred approach Profile comparison profile approach

17. Problem Centred Approach • Focuses on performance problems • Explores whether problems are due to lack of skills

18. Profile Comparison Approach • Takes a much broader view • More useful when someone is new to a job

19. Off-Job Methods of Learning & Development • Educational courses • In-house courses • Consultancy courses • Outdoor type courses

20. Off the Job Methods – Transfer of Learning • Developing goals/plans for implementing new skills • Reviewing materials immediately after the programme • Report to peers/supervisors on learning • Include development goals in performance reviews

21. Learning on the Job • Manager coaching and teaching • Mentoring • Peer relationships • Action learning • Self development • Self development groups • Learning logs • Learning contracts

22. Learning Contracts Contents • An overall development goal • Specific objectives in terms of skills and knowledge • Activities to be undertaken • Resources required • Method of assessment of learning

23. Open, Distance, and E-learning CIPD 2003 research – One of the most significant changes in training over the last five years is the increased use of e-learning High investment required for e-learning but cost effective in the long run providing speedy and flexible training

24. Evaluation of Training & Development • Evaluating the training – post course questionnaire • Evaluating the learning – how trainees now behave • Evaluating changes in job performance • Evaluating changes in organisational performance • Evaluating changes in wider contribution organisation now makes (Hamblin, 1974)

25. Kilpatrick’s Evaluation • Reaction level • Learning level • Behaviour • Results (Kilpatrick, 1959)

26. Summary (1 of 2) • There are four perspectives on learning • Emphasis moved from training to learning • Individuals are taking ownership of their own learning needs • Learners need to understand the nature of learning and own strengths and weaknesses

27. Summary (2 of 2) • Emphasis on formal development programmes is declining • Upsurge in interest in e-learning • Evaluation of development is critical