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 count Information 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