mp 14 learning ho
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1. Training, Learning or Development?
2. The Process of Learning.
3. Learning at an organisational level
4. Learning and society
5. The Training Process
agenda
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Training is an instrctor!lead and content!"ased
intervention leading to desired changes in "ehavior
Learning focses on the changes #hich ta$e place in the
individal%s s$ill, attitde or $no#ledge.
Development is sally an m"rella term and covers
"oth training and learning, covers long period of
enhancing s$ills, and $no#ledge throgh variosmethods.
1 Training, Learning or Development
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&easons #hy organisations nderta$e learning and
development 'L(D)
*mprove prodctivity. *mprove performance. *mprove $no#ledge development. To retain $ey staff.
To give the organisation a competitive advantage.
Training, Learning and Development
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+enefits to employees
*ncreased personal competence.
*ncreased adapta"ility. -igher li$elihood of continos employa"ility.
?
Training, Learning and Development
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Peter Senge (1990) asks …
Does your organisation ave a learning
disa!ility"#
$%y, on average do organisations &live' only 0years"#
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Peter /enge '100)
$%e are prisoners o our *ay o doing tings ++#
diiult aepting !lame
o* *e ontri!ute to our o*n pro!lems sort term events …te !oiled rog learning rom e-periene" te team myt *at is my .o!"
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…te link …
Te a/uisition o and eetive use o kno*ledge
Personal mastery
rganisations learn only troug people *o
learn
$Te essentially dynami nature o managerial
*ork makes an a!ility to learn eetively a
undamentally important ompetene or
managers++# Watson p444
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*at is learning"
$ … a relatively permanent ange in !eaviour as
a result o pratie or e-periene ++#
2no*ledge
Skills
3ttitudes
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+ehavioral theories ognitive theories
Theories of mental processes
http###.yot"e.com#atch?v/678h89:;$*(periential theories
/elf development
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Teories o learning
http://www.youtube.com/watch?v=SFV6h6MXQkI&NR=1http://www.youtube.com/watch?v=SFV6h6MXQkI&NR=1
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…+ 4lassial onditioning(Rollinson,2008, p175)
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"est conceived as a process not st otcomes continos process gronded in e>perience
re@ires the resoltion of conflicts "et#een opposed
modes of adaptation a holistic process re@ires transaction "et#een the person and the
environment
Kolb (1988)
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e-periential learning
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andragogy
adults ave a tendeny to*ards sel diretion adults e-periene are a ri soure o learning adults are a*are tat real lie generates
learning needs adults are perormane entered
Brookfield (1986)
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…and sel direted learning
Climate
inormal, mutually respetul, onensual,
olla!orative, supportive
learning activitiesin/uiry pro.ets, independent study, e-perimental
teni/ues
evaluation
!y mutual assessment
Robinson (1979)
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…learning stagesagne (19!") see Weig#tman (1999)
1 Motivation
Pereption
5 3/uisition
6etention
7 6eall8 eneralisation
: Perormane
;
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2ol!'s Learning 4yle(Kolb, 1988)
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Learning Styles
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sine =1900> teoretial ? empirial
resear in @2, @S ? %estern Aurope
:1 models o Learning styles ++
%itkin B ield dependene&C32' B visual, audio, kinesteti
ardner B multiple intelligene
2ol!
3nd Eoney and Mumord …
F@T very few robust studies for reliable
& valid evidence (see Collfield et al, 2004)
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6eletive Learning
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http://www.youtube.com/watch?v=ObQ2DheGOKA
http://www.youtube.com/watch?v=ObQ2DheGOKAhttp://www.youtube.com/watch?v=ObQ2DheGOKAhttp://www.youtube.com/watch?v=ObQ2DheGOKAhttp://www.youtube.com/watch?v=ObQ2DheGOKA
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G learn !est *en … choose the top 3 statements
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1 I am ofere !ew or !ove" e#per$e!ces
2 I am a""owe to watch the! th$!& over act$v$t$es ' I am ofere part o( a moe" or theory
) I ca! see the "$!& betwee! the sub*ect a! a pract$ca"way to use $t + I ca! $!vo"ve myse"( $! ,here a! !ow, act$v$t$es - I am ab"e to sta! bac& (rom th$!s I am $!te""ectua""y stretche 0 I am $!trouce to $eas that have a pract$ca" va"ue
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Learning Styles
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A-periene 34TGCGST
6evie* e-periene 6A
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5 Learning at an organisational
level …
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2no*ledge Management
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1+ @sing aessi!le kno*ledge rom
outside soures
+ Am!edding and storing kno*ledge
trougout te organisation5+ 6epresenting te kno*ledge
+ Promoting kno*ledge gro*t
7+ Transerring and saring
kno*ledge8+ 3ssessing te value o te
kno*ledge
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2no*ledge Transer
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$onveying te kno*ledge rom
one soure to anoter soure#
$transmission plus a!sorption#
++ Fot e-pliit and tati kno*ledge
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Te Learning rganisation …
Burgo$ne 3 learning approa to strategy Partiipative poliy making
Gnternal openness and e-ange Sense o e-perimentation &!lame ree' ulture Ana!ling strutures
da!ted from "eid et al 2004
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4ommunities o Pratie …Learning in a soial onte-t ++
$ ++ (in)ormal, selBorganising net*orks o people
dediated to saring kno*ledge in an area o
ommon e-pertise or interest# i%%& '8 p '68
Te empasis is on &tait' rater tan &odiied'
kno*ledge
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4ommunities o Pratie (4oP)
raditional /pecifying the #ay tas$s
are organised =sta"lishing rotine Archestrating #or$ Bssming predicta"le =>plicit $no#ledge Top do#n control
Gibb, 2008, p271
Co*s =>ploring the #ay tas$s
are done +eing spontaneos *mprovising #or$ &esponding to change Tacit $no#ledge
+ottom p generation oflearning
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Developing capital t#e t#ree capitals
*dentity capital
-man capital
/ocial capital
learning and soiety
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This is the "asis of L(D .
1. *dentifying Learning and Training
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*dentifying gap "et#een o" re@irements and crrents$ill level of incm"ent.
=nsre training is re@ired.
Cnderta$en together #ith training needs analysis 'T
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Training needs can "e identified at 3 "asic levels.
1. Arganisational level. glo"al revie#, o" descriptions
sed to highlight re@ired competences and
performance.
2. Eo"Accpational level.
3. Personal level .
Gdentiying Training Heeds
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*t is a"ot identifying the gap The gap "et#een desired and actal
performance
*s this gap #orth closing? Fhat are the cases of the gap? Fhat are the potential interventions?
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-o# do #e identify the gap? Fhat sorcesof information?
Arganisation statistics .. ‘Error’ rates, customer
feedback, time slippages, budget ariations ! Prodctivity measres +enchmar$ data Bppraisals
. 'plans?)
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Bre gaps G#orth% closing? Fhose performance is at isse? Fhat is the actal discrepancy? Fhat is the cost of the Ggap%?
*s it a development gap?a. Do they already $no# .. Est need feed"ac$? .. Arrefresher?
". Bre resorces ade@ate?
c. Fold tas$ changes help to remove o"stacles?
d. Bre conse@ences appropriate? Do they have the potential to change?
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The 3 $inds of organisational level needs
analysis .. "ee #ibb $%%8, p $3
goals standards o%+ectives
implementing doing things #ell competence
improving doing things"etter
e>cellence
innovating doing ne# things pioneering
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*nvolves determining aims, o"ectives, and targets.
Bims general. A"ectives ! more precise. Targets specifying desired otcomes.
6inal stage is to select delivery method.
Devising a Learning Plan
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9any methods can "e sed for L(D. 9st have a frame#or$ for selecting method. Distinction "et#een andragogical 'self directed) and
pedagogical 'trainer driven) approaches.
Bnd "et#een individal and grop "ased learning.
An o" or off o"?
Gmplementing L?D Gnterventions
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This is inflenced "y the follo#ing
osts and "enefits. Transfera"ility of learning to #or$ sitation. /iHe of learner grop. Profile of learner grop. ltre, individal and organisational.
4oosing te 3ppropriate Metod
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*mportant as this ensres L(D is relevant, continos, integratedand aligned #ith organisation%s strategy.
5 levels of evalation
1. &eaction level immediate s"ective feed"ac$, e.g. li$e or
not.
2. *mmediate level measring otcomes in terms of
$no#ledge, s$ills and attitdes.
3. *ntermediate level assess impact of L(D on o"
performance.4. Cltimate level measre impact of L(D on organisational
performance.
5. &etrn on *nvestment.
Avaluating utomes
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The learning and development Gmodels% ..? Gedcation% Gorganisation%
3D4
ma!aer
"ear!er
3D4
ma!aer
"ear!er
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…alignment
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revie* …
/ome definitions of learning Different theories of learning Learning styles and individal learning Knowledge management, learning
organisations and Communities of Pratie .. !"e #ene$ts of learning in %soiet&' !"e learning and de(elo)ment )roess and
e(aluation *
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Some additional reerenes
3nderson C, 00:, t#e value of learning , 4GPD
Frookield S D, 19;8, ,nderstanding and facilitating adult learning
4ollield,
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