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
Formal
Undertaken deliberately when individuals consciously ‘learn’ and ‘study’
Highly structured
Informal
Usually intentional but not highly structured
Examples include self-directed learning, networking, coaching and mentoring
Incidental learning
A by-product of some other activity, e.g. learning from mistakes or trial and error
Learning may be taken for granted, tacit or unconscious

7. 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.
Early slow progress
Intermediate learning plateau
Sudden improvement
Final learning plateau

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
Activists
open to new experiences
‘hands on’, enjoy teamwork and role-plays
Reflectors
prefer to observe others before taking action
Cautious, likely to adopt a ‘low profile’
Theorists
need to understand underlying principles
Learn best in a classroom environment
Pragmatists
keen to deal with real situations
learn best ‘on the job’

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: Education: Development:
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
Training planning
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: For groups:
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
Levels 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. goals ultimate value
Cost benefit – what has training done for profitability, survival or growth

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.