CHAPTER 10 Learning, Training and Development: Creating the Future?

1. CHAPTER 10 Learning, Training and Development: Creating the Future?

2. Learning, training and development Creating the future The need for skills Responsibility for HRD The contribution and evaluation of the systematic training cycle The traditional evaluation of training The contemporary evaluation of learning, value-added training and development

3. Creating the future • New agendas for changing: organisational structures culture work arrangements/the psychological contract • New role for HRD as a strategic change agent and business partner matching present and future skills gaps and needs creating knowledge and adding value HR’s role as a business leader

4. Competing pressures of the skills mix • Government education and training policy, determining skills and knowledge quotients, and opportunities for up-skilling • National and organisational need for a skilled workforce, to allow for competing on a global scale and ensure social stability and strength • Current organisational factors, which may relate to a variety of contextual and historical factors

5. The need for skills and development Which agency takes responsibility for training? the role of employers the role of the government the role of individuals a hybrid combination of the above? To what extent has the context changed, so that employers can simply buy in the necessary skills and competences?

6. Defining learning, training and development ‘Training is a planned and systematic way of improving a person’s knowledge, skills and attitudes so that he or she can perform the current job more competently’ (Malone, 2003; p.76) ‘Development is the process of preparing a person to take on more onerous responsibilities or equip him or her for future promotion within the organisation’ (Malone, 2003; p.76)

7. Defining learning, training and development (Continued) ‘Learning is the process which brings about persistent change in behaviour. Learning gives a person increased competence to deal successfully with his or her environment by acquiring knowledge, skills and attitudes’ (Malone 2003; p.152)

8. Systematic training cycle(Figure 10.1) Source: Buckley and Caple (2004), p.25

9. Training needs Analysed on three levels: • Organisational (across whole organisation) • Occupational (on a job or a cluster of equivalent jobs) • Individual (on performance of the job)

10. Design of training Based upon the needs of the learner, linked to learning styles (Kolb) Also the practicalities of the location, cost, the medium of training, and taking into account organisational constraints

11. Kolb’s learning cycle

12. Training evaluation – Kirkpatrick’s classic approach (1967) • Reaction level • Learning transfer • Job behaviour and performance level • Organisational level

13. Evaluating training – Anderson’s contemporary model (Figure 10.5) Source: Anderson (2007), p.38

14. Implications for evaluation

15. References Anderson, V. (2007) The Value of Learning: From return on investment to return on expectation. London: CIPD Buckley, R. and Caple, C. (2004) The Theory and Practice of Training. London: Kogan Page Kirkpatrick, D. L. (1967) ‘Evaluation of training’, in Craig and Bittel (eds) Training and Development Handbook. New York:McGraw-Hill Kolb, D. A. (1984) Experiential Learning: Experience as a source of learning and development. New Jersey:Prentice-Hall Malone, S. (2003) Learning About Learning. London: CIPD