Learning Training Development

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Learning – Training -- Development

Presented by
AKM Zakir Hossain Bhuiyan
Defining Learning

• Learning is that human process by which skills


knowledge, habits and attitudes are acquired
and utilized in such a way that behavior is
modified.
Types of Learning
• Today’s organisations must emphasise the characteristics
of quality and continuous improvement, flexibility and
adaptability in order to survive and be effective. Learning
perspective involving three stages:

• 1. Cognitive Learning – members are exposed to new ideas,


expand their knowledge, and begin to think differently;
• 2. Behavioral Learning – employees begin to alter their
behaviour; and
• 3. Improvement of performance Learning – changes in
behaviour lead to measurable improvements in results.
The Outcomes of Learning
•  Human resource managers are generally concerned about several outcomes of
learning: knowledge of various types and levels, skills of various kinds and levels
and attitudes. The following section looks at the distinctions between and among
‘know-how’, skill, competence and higher order thinking skills.
• 1. Know-how’: Knowing ‘how to do something’ is a very different matter from
knowing about ‘knowing how to do something.’ This truism is captured in the
everyday suspicion and disparagement of ‘the ivory tower’: ‘those who can, do;
those who can’t, teach.’
• 2. Skill: the following definition would give you an idea of what skill means in the
context of organisations. ...the performance of any task which, for its successful
and rapid completion, requires an improved organization of responses making use
of only those aspects of the stimulus which are essential to satisfactory
performance
• 3. Competence: The concept of skill has long been an intrinsic part of theories of
selection and training, the notion of competence is a much more recent arrival.
Throughout the world, it is now becoming a major element in the design of
training and development. Despite considerable debate about its integrity as a
concept and its effectiveness as a practice, it maintains its significance.
• 4. Hierarchies of cognitive and other skills: Today’s organisations need their
employees, particularly managers, to practice the thinking skills that occupy the
upper categories in various hierarchies of skills.
The Outcomes of Learning
• Bloom’s Taxonomy of Cognitive Skills:
• 1. Knowledge (i.e., simple knowledge of facts, of terms, of
theories, etc.)
• 2. Comprehension (i.e., an understanding of the meaning
of this knowledge)
• 3. Application (i.e., the ability to apply this knowledge and
comprehension in new concrete situations)
• 4. Analysis (i.e., the ability to break the material down into
its constituent parts and to see the relationship between
them)
• 5. Synthesis (i.e., the ability to re-assemble these parts into
a new and meaningful relationship, thus forming a new
whole)
• 6. Evaluation (i.e., the ability to judge the value of material
using explicit and coherent criteria, either of one’s own
devising or derived from the work of others).
The Process of Learning
• Having identified what learning has to be achieved, now
examine the process by which it will be achieved. This
section looks at two theories of the process of learning and
the elements within it: behaviourist approaches to learning,
and information-processing approach to learning.
• 1. Behaviourist approaches to learning : The behaviourist
approach has been one of the most influential in the field
of psychology. According to them, it proposes that learning
is the process by which a particular stimulus, repeatedly
associated with, or conditioned by, desirable or undesirable
experiences, comes to evoke a particular response.
• 2. Information-processing approach to learning: This
approach regards learning as an information-processing
system in which a signal, containing information, is
transmitted along a communication channel of limited
capacity and subject to interference and ‘noise’.
Training
• Training is a process of learning a sequence of programmed
behavior. It gives people an awareness of rules and procedures
to guide behavior.
• Training gives worker-
• a) More ability to work than his untrained fellow,
• b) Greater zeal to go ahead and
• c) Development of effective work habits, methods and the
development of desirable motives and attitudes.
Methods of Training Needs Analysis
• In regard to the job, the following need to be examined:
• 1. Job description: Job descriptions are, however, necessary in order to give
the employee a sense of purpose and to enable his or her immediate superiors
to appraise performance, but a culture must prevail which enables employees
to deal with problems that may be outside their immediate work domain.
• 2. Job analysis: Job analysis is a more sophisticated method of evaluating job
functions and is often used to discern the levels of skill necessary to do a job,
primarily for the purpose of creating pay structures.
• 3. Interview with job-holders: This is one of the most commonly used methods
whereby a manager, supervisor or member of the personnel department
interviews the current job- holder about the duties and functions of the job.
The interview can be structured in the sense of having a series of questions
framed to cover all aspects of the job.
Methods of Training Needs Analysis
• 4. Interview with managers and supervisors: Alternatively a personnel
manager or senior manager can interview the immediate supervisors of the
job. Often descriptions arising are compared with the interview responses of
the job-holder to act as a double check for discrepancies or elements missed by
either party.
• 5. Performance objectives: the aim of increased quality, for example, will
require performance objectives to be laid down. In doing so, assessment must
take place as to whether current employees need training to reach these
objectives.
• 6. Analysis of competencies: An analysis of competency requirements could be
useful to match standards that are considered relevant to the various jobs
involved.
• 7. Characteristics of people required (Person Specification): the effort to
identify skills and competency requirements often forgets the characteristics of
the people required for the job, although this will to some extent have
emerged in the competencies analysis.
Types of Training
• According to Beardwell and Holden (p. 345) training methods can
generally be divided into two types: ‘on-the-job’ and ‘off-the-job’
training. Depending on the situation, each can be effective at meeting
certain training requirements. The following comments present the
two types in detail.
• 1. On-the-Job Training
• This is probably the most common approach to training, and can range
from relatively unsophisticated ‘observe and copy’ methods to highly
structured courses built into workshop or office practice. Most
organisations in many countries still resort to traditional methods of
training. There is much to admire in some, for example, the German
‘dual’ apprenticeship system, which is based on a thoroughgoing
traditional scheme composed of a combination of ‘on-the-job’ and ‘off-
the-job’ training.
• Three common methods used in on-the-job training are:
• • Learning by doing
• • Mentoring
• • Shadowing and job rotation
Types of Training

• 2. Off-the-job Training
• As with on-the-job training, you will find a
variety of methods under off-the job-trainig.
Beardwell and Holden present some of the more
popular ones:
• • Courses
• • Interactive learning methods
• • Induction training
Methods of Evaluation
• There are several methods cited in Beardwell and Holden (1998). These are:
• • Questionnaires (feedback forms) are a common way of eliciting trainee responses
to courses and programs.
• • Tests or examinations are common on formal courses, especially those that result
in certification, e.g., a diploma in word processing skills. End-of-course tests also
• can be employed after non-certificate short courses to check the progress of
trainees.
• • Projects are initially seen as learning methods but they can also provide valuable
information to instructors about the participants’ understanding of subject matter.
• • Structured exercises and case studies provide opportunities to apply learned skills
and techniques under the observation of tutors and evaluators.
• • Tutor reports gather the opinions of those who deliver the training. This gives a
valuable assessment from a different perspective.
• • Interviews of trainees after the course or instruction period are another technique
for gathering information directly from the learners. These can be informal or
formal, individual or group, face-to-face or by telephone.
• • Observation of courses and training by those devising training strategies in the
training department is very useful and information from these observations can be
compared with trainee responses.
• • Participation and discussion during training can provide invaluable insights about
the learning experiences of participants. This activity needs people who are adept
at interpreting responses, as this can be highly subjective.
Development
• Development is the process whereby, over time, learning brings about
significant changes in the individual. HRM is the management area responsible
for shaping human change towards productive ends so for this field, the concept
of development is worth exploring in some detail.
• 1. Concept of Development
• What organisations need of their members is development, for this is the
process whereby a person, through learning and maturation, becomes
increasingly complex, more laborite and differentiated. They, then become
better able to adapt to the changing environment.
• 2. Lifespan Development
• Lifespan development embraces the total development of the individual over
time, and results from the interweaving of the biological, social, economic and
psychological strands of the individual’s life.
• 3. Career Development Individuals in work settings do not develop
independently of the organisation. Their development interacts with the
organisation and its development through the individual’s career. Career
development, therefore, is significant to both the individual and the
organisation and its human resource development.
Development
• 4. Continuing Professional Development: Many professions are now requiring
their members to undertake continuing professional development (CPD)
because the changing environment is rendering obsolete some of their original
skills and knowledge and demanding the development of others. CPD is more
than updating: it calls for a continuous process of learning and of learning to
learn, and so is likely to have considerable benefits for organisations employing
professionals.
• 5. Other Forms of Development within Organisations: Some other forms of
development within organisations merit the brief discussion that follows.
• Self-development: Self-development is the term used to denote both ‘of self’
and ‘by self’ types of learning. People developing themselves take
responsibility for their own learning, identify their own learning needs and how
to meet them, often through the performance of everyday work, monitor their
own progress, assess the outcomes and reassess their goals. The role of others
in self-development is not to teach or to train, but perhaps to counsel or act as
a resource. Self-development is often advocated as an appropriate form of
management development.
Development
• Employee development: One definition of employee development makes it
apparent that investment in employees is a wise business strategy.
• Staff development: Beardwell and Holden state that this is similar to
professional development, but generally refers to the development of
administrative and technical staff by the organisation. Its aim is to enable such
employees to perform their current and future roles effectively, but does not
generally include their development as managers.
• Organisation development: This does not strictly fall under the ambit of this
unit, but organisations, like people, need to develop to become more flexible,
differentiated and adaptable to their environment. Indeed, the very
development of organisational members will contribute to the development of
the organisation itself.
Career Development
• The concept of career
• The term career has a number of meanings. In popular usage it can mean
advancement, a profession, or a lifelong sequence of jobs.
• Career Development Stages
• Douglas T. Hall has synthesized Levinson’s theory and other adult stages
theories (in particular the work of Erikson and Super) into an overall model for
career stages. Following figure shows that there are five major career stages.
Those are: (1) Exploration (2) Establishment (3) Maintenance (4) Late Career
and (5) Decline
• 1. Exploration: The exploration period ends for most of us in our mid-twenty
five as we make the transition from academic institution. From an
organizational standpoint, therefore. The exploration period is a time when a
number of expectations about one,s career are developed many of which are
unrealistic.
• 2. Establishment: The establishment period begins with the search for work
and includes getting first job, being accepted by peers, learning the job and
gaining the first tangible evidence of success or failure in the ‘real world’.
Career Development
• 3. Mid-Career: At this point in a career, one is expected to have moved beyond
apprenticeship to journeyman status. To those who make the successful
transition go greater responsibilities and rewards.
• 4. Late Career: It is a time where one can rest on one’s laurels and bask in the
respect given by younger employees. During the late career, individuals are no
longer learning nor is it expected that they should be trying to outdo their
levels of performance from previous years.
• 5. Decline: The final stage in one’s career in difficult for everyone but,
ironically, is probably hardest on those who have had continued successes in
the earlier stages. These point individuals are forced to step out of the limelight
and give up a major component of there identifies.

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