7 Training and Development

8/17/2019 7 Training and Development

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TOPIC 7

Learning and

Development


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Introduction

• Changes are bigger and happeningfaster, and learning is the way tokeep ahead…..to maintainemployability in a era when jobs forlife have gone. It enablesorganizations to sustain their edge as

global competition increases.Learning to learn is the ultimate lifeskill.oney, !""#

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Need for individuals to learnand develop

• %rganizations increasingly need theiremployees to have& – ' high level of education

– (he ability to learn new skills

– (he ability to work in organizations with)atter structures

– (he ability to manage the interface withcustomers and between departments

– (he ability to solve problems

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The need for organizations toinvest in their employees’ learning

and development

• (he human resource managementand development become essentialto organizational survival ande+ectiveness

• ta+ management and developmentwill become the primary weapon

available to managers to generatesuccess

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Learning and development

• List you reasons for learning in thislecture, noting& – oth short term and long term aims

– (hose aims that are ends in themselves andthose that are means to an end

– (he most important and the least important

– (he aims that you can achieve by yourself

– (hose that re/uire others to facilitate them

– 0hat else you need to achieve these aims

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Dening learning anddevelopment

• Learning is a process within theorganism which results in thecapacity for changed performance

which can be related to e2periencerather than maturation.

• Learning is not just a cognitive

process that involves the assimilationof information in symbolic form.

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Dening learning anddevelopment

• 4evelopment is the process ofbecoming increasingly comple2,more elaborate and di+erentiated, by

virtue of learning and maturation.

• (his greater comple2ity opens up thepotential for new ways of acting and

responding to the environment.

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!arriers to learning anddevelopment

!LOC"# TO L$%&NIN'

Perceptual 6ot seeing that there is a problem

Cultural (he way things are here

$motional 7ear or insecurity

(otivational 8nwillingness to take risks

Cognitive 9revious learning e2perience

Intellectual Limited learning styles, poor learning skills

$)pressive 9oor communication skills

#tructural Lack of opportunity

Physical 9lace, time

#pecicenvironment

oss:colleagues unsupportive

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%dult learners

• (he adult learners is self;directing

• 'dult learners have e2perience onwhich to draw

• 'dults are ready to learn when theybecome aware that they need to know

• 0hat motivates them most are their

needs for


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Learners in the organization

• %lder workers

• %ther classes of employees

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The outcomes of learning

• kills

• Competence

•

?now;how and tacit knowledge• @mployability

• ierarchies of cognitive and other

skills

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#*ills

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Competence

• 'n underlying characteristic of a personwhich results in e+ective and:or superiorperformance in a job

• (he ability to perform the activities withinan occupational area to the levels ofperformance e2pected in employment

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+*no,-ho,’ and tacit *no,ledge

• ?nowing how to do something

• ?nowing about knowing how to dosomething

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$mploya.ility

• @mployability results frominvestment in the human capital ofskills and reputation.

• Individuals must engage incontinuous learning anddevelopment, update their skills and

ac/uire others that will be needed inthe future by their current or otheremployer.

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/ierarchies of cognitive andother s*ills

• ingle loop and double loop learning

• loomAs ta2onomy of cognitive skills

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!ehaviourist approach tolearning

• Learning is the process by which aparticular stimulus B, repeatedlyassociated with, or conditioned by,

desirable or undesirable e2periences,comes to evoke a particular responseBD

• Classical conditioning• %perant conditioning

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Information processingapproach to learning

• Learning as an informationprocessing system in which a signal,containing information, is

transmitted along a communicationchannel of limited capacity andsubject to interference and


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Learning stages

• Cognitive stage0 learner has tounderstand what is re/uired, its rulesand concepts, and how to achieve it

• %ssociate stage0 the learners has toestablish through practice thestimulus E response links

• %utonomous stage0 the learnerre=nes the motor patterns ofbehaviour

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The learning curve

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"ol.’s learning cycle

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/oney and (umford’s learningstyles

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The process of development

• 4evelopment is diFcult to study,embracing as it does both theindividualAs Bor organizationAs inner

life and the changing nature of acomple2 world, with the lifespan asthe time dimension.

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Lifespan development

• (he total development of theindividual over time, and results fromthe interweaving of the biological,

social, economic and psychologicalstrands of the individualAs life.

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Career development

• Individual development interactswith the organization and itsdevelopment through the individualAs

career.

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Continuing professionaldevelopment

• C94 calls for a continuous process oflearning and of leaning to learn, andis likely to have considerable bene=ts

for organizations employingprofessionals, especially when part ofthe overall corporate strategy.

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Other forms of development,ithin organizations

• elf development

• @mployee development

•

ta+ development• Ganagement and organizational

development

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&eference

• eardwell, I. and olden, L. B$>>!./uman resource management.B*rd ed. arlow& 9rentice all

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7 Training and Development

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