TRAINING AND DEVELOPMENT

What is Training? Training is often seen as something

that is work relatedon-job trainingoff- job trainingor employment training schemes.

Training must have some aim and objectives, structured contents and evaluation.

Cont…. In training today there should be a

combination of active participation and information giving.

Many traditional centers of skills training have disappeared and been replaced by distance learning resource centers, line manager coaching and special motivational training events off-site.

In future perhaps even the term ‘training’ will disappear and be replaced by words with an emphasis on ‘learning’ or ‘development’.

Learning Organization A learning organization responds to the

demands of both the organization and the individual learner.

The organization itself learns not only from its past errors, but also from its past success.

The rewards for individual success are high and the risk of failure are low.

Encourages people to try something new. Individuals are empowered to do their jobs

well and creatively.

Cont…

“Organizations learn only through individuals who learn”

(MIT Professor Peter Senge)

Individuals with this freedom are more committed to their jobs, take more initiative, and have a broader sense of responsibility in their work.

In learning organization, business managers and training professionals work together for a common purpose.

Knowledge managementKM is about ways to capture the accumulated wisdom

of employees, the benefits of their experience, and the lessons to be learned from their mistakes. It is also about storing all this knowledge in secure, reliable ways that provide easy context-useful access to it.

KM systems are not about technology but rather are enabled by technology.

KMS are ways to capture experience from a wide range of people within the organization

This emphasis on learning, knowledge and change means that training efforts are increasingly tied to seeing that problems and opportunities are addressed in a new way

Characteristics of Learning Organization

There is a shift of emphasis from trainer to learner ownership

The whole range of learning opportunities within an organization is recognized

Managers are encouraged to develop coaching, mentoring and assessing skills.

Additional learning opportunities are created.

How to Create a Learning Organization

Stage 1

Identify what currently exists: who has received training, what qualifications have been taken, what T&D structure is already in place within the company

Identify what resources, facilities, budgets are available

Also benchmark: how are other companies organized?

How to Create a Learning Organization

Stage 2

Identify the opportunities within the working environment for coaching, mentoring and on-job training assessment.

Match this back to stage 1; are managers trained

to coach, mentor and assess?

How to Create a Learning Organization

Stage 3

Identify pilot potential and a starting point: who is learning what; what are the success criteria, implications on the budget, training requirements?

Stage 4

Create an internal marketing plan, identify how to promote the concept, who to involve.

How to Create a Learning Organization

Stage 5

The process starts, encourage people to take part, look at the big picture across the organization.

Stage 6

Review the plots: Identify how it matches the success criteria.

Integrating Training Goals with Organizational Goals

Training resources, like other resources, are limited. While it is difficult to measure learning and its organizational impact, the premise is made that training program that contribute to organizational goals can be linked to tangible outcomes of some sort. Tangible outcomes could include an increase in sales, reduced turnover, or higher production level.

Training Strategies1. Strategic training

Training plans takes into account long term organizational goals and objectives.

2. Informational trainingIt is based on the needs to give the workforce information about the organization.

3. Operational training it related to the day to day operations of an organization and are directly related to an employee's job.

Designing A Training Programme

The initial ideaThe key skill is the ability to design a training or learning programme.stages are below;

Create the idea

Identify client needs

Design of the programme`

Productions of materials

Delivery of programme

Review and evaluation

Linking Training To Business Objectives`

Design of the learning solution Research Setting the parameters Learning media for training

programmes

Adults as learners

Adults learn more effectively They need self directed learning They have larger volume and quality

of experiences Readiness to learn Orientation to learning`

Ingredients for successful learning

The programme itself The communicators Administration Learning environment

Evaluation

Levels of evaluation (Kirkpatrick, 1975)

Reaction Learning Behavior results

Evaluation Methods

Test (pre and post tests) Oral examination, written

examination,, essay tests, objectives tests, and norm related test.

Learning Styles

One of the most important factors in the design and delivery of training is understanding how people learn. As a trainer one should recognize and take account of the differences between people’s preferred styles of learning.

What are learning Styles?

Initial research undertaken by David Kolb identified an ‘Experiential Learning Model’It has four phasesFirst phase is described as Concrete experience,And the second as Reflective observation, in which the learner rethinks through what has Occurred. The third phase is Active experimentation, when the learner examines possible solutions or behaviors. In the last stage new learning is integrated into Conceptual framework & then develop their own implementation plans

The Experiential Learning Model

This process is cyclical.

Concrete experience

Implementation Divergence

Abstract Reflective

Conceptualization observation

Convergence Assimilation

Active experimentation

Learning Styles Questionnaire (Peter Honey &Alan Mumford)

By undertaking this questionnaire learners identify whether they are: Activists

Reflectors

Theorists

Pragmatists

Activists

Enjoy new experiences and opportunities from which they can learn. They enjoy being involved, are happy to be in the limelight & prefer to be active rather than sitting andListening.

Reflectors

Prefers to observe, think and assimilate information before starting. They prefer to reach decisions in their own time and do not like to feel under pressure.

Theorists

Like to explore methodically; they think problems through in a step-by-step logical way and ask questions. They tend to be detached and analytical.They like to be intellectually stretched and feel uncomfortable with lateral thinking, preferring models and systems.

Pragmatists

Like practical solutions and want to get on and try things. They dislike too many theories. They like to experiment and search out new ideas that they want to try out. They act quickly and confidently, are very down to earth and respond to problems as a challenge.

Importance

Knowing and understanding the implicationsof learning styles is very important in structuring the learning.It can help to identify the most effective route; (on-job training, coaching, practical experience or distance learning)It can also be used to help people overcoming learning difficulties.

Designing Training to meet People’s Needs

The very skilled trainer is able to design the training experience to meet the needs of booth the client and the learner. The trainer should have the ability to identify together with the client the strategic overview and the business objectives and required outcomes from the training.

Thinking Creatively

you must have heard of the expression ‘ leftbrain/ right brain’.Each hemisphere of the brain has a preferred way of operating, the left side being far better at performing logical, analytical tasks which require step by step logical progression, while the right brain in contrast, is much better at free-flowing thought, seeing the overview and likes color, pictures and shapes and sees connection between things. We need not to be totally left-brained or right-brained: we can be ‘whole-brained’

Left-brained trainer may methodically write down all the steps needed to lead a group through to reach a conclusion.Right- brained trainer may have less patience with a group of left-brained learners, who may be taking notes, asking questions or challenging the process. Trainers’ combined style should match the preferred style of the group

Within the learning experience there are a number of ways that you can encouragepeople to think creatively; brainstorming mind mapping

Trainers need to help delegates not only to explore ideas but also to look at the practical application back in the work place.

Designing a training Programme

Create the Idea

Identify Client needs

Design of the Programme

Production of Materials

Delivery of Programme

Review and Evaluation

Understanding learning philosophy

The two primary learning philosophies are: Pedagogy:Pedagogy is derived from the Greek words “ped”, meaning “child”, & “agogus”, meaning “leader of”. Therefore, pedagogy literally means the science of leading children.Andragogy:Andragogy is described as “the art & science of helping adults learn” & can be viewed as the antithesis of the pedagogical approach.

Metaphors to Explain the Learning Process

We suggest that there are three metaphors of learning that may be of value in seeking to understand trainers role in the learning process

Jug and Mug: This approach to training is essentially a pedagogical approach. The trainers are viewed as the foundation of knowledge, the subject matter. The trainees will have limited involvement and are generally not expected to question the content. This approach can be used in the training activities related to explaining policies and practices of the organization.

Cont… Potter and Clay:This is concerned with shaping the behavior and attitudes of learners. This metaphor is linked to the Jesuit maxim: “Give me a child before seven years and I will train him for life”. This can be considered as a form of brainwashing, in which trainer know what is best for the trainee and he sets out to achieve it.

Cont… Gardner and Plant:This metaphor is learner-centered, where trainer take on the role of facilitator. The task here is to assist, realize, enable and promote the natural potential for learning that the trainee possesses.This type of learner-centered learning will lead to significant, lasting and pervasive learning because the learner is involved.

Processes

The terms “approaches to learning” or “methods of learning” can be used to described the types of decisions that you will be required to make when you design training activities.The term “process” has another meaning; it can refer to the internal process that a learner experiences during learning.

Cont…

People can learn in the following different ways: Learners can be taught Learners can be instructed Learners can experience Learners learn from trial and error Learning can be based on observation and

perception

Learning Outcomes

Knowledge of what learners are supposed to learn, and ensuring that it is known and understood, are vital components of the learning process. Two types of learning outcomes are relevant: Vertical: learning how to do what the learner can already do, better, differently or to a higher Standard. We label it vertical learning because the learner is simply increasing or building on a current level of competence.

Cont… Horizontal: learning to do something new or

different from a learner’s existing capabilities. We label this is as horizontal learning because the learner’s view of the world is being extended.

Laws of Learning The Law of Intensity states that the rate of learning is more rapid when material is organized into meaningful relationships. The Law of Contiguity in a learning situation refers to nearness in time. The Law of Exercise means that the trainee is exercising what has been learnt. The Law of Effect states that a response leading to a satisfying result is likely to be learned, whilst a response leading to an unsatisfying result is likely to be extinguished. The Law of Facilitation and Interference occurs where one act of learning assists another act of learning.

Silverman’s Nine Principles of Learning theory

Silverman (1970) formulated nine core principles of learning. Learners learn from what they actively do Learning proceeds most effectively when the learner’s correct responses are immediately reinforced-effective feedback The frequency with which a response is reinforced will determine how well the response will be learned Practice in a variety of setting will increase the range of situation in which learning can be applied

Cont… Motivational conditions influence the

effectiveness of rewards and play a key role in determining the performance of learned behavior Meaningful learning (learning with understanding)is more permanent and more transferable than rote learning People learn more effectively when they learn at their own pace There are different kinds of learning and these may require different training processes.

Kingsland’s Approach to Learning

Based on this theory; learning is a combination of cognitive (thinking), affective (feeling) and behavioral (doing) components: Cognitive learning is related to aspects of behavior,

which we might call “insight”. Cognitive learning is concerned with various aspects of knowing, such as perception, memory, imagination, judgment, reasoning and problem-solving.

Affective learning concerns the involvement and response of individuals within the learning process so that they perceive the interaction as being conductive to their commitment.

Cont… Behavioral In characterizing human behavior, it is conventional to refer it in terms of stimulus and response. The stimuli are very often external to the individuals, but they may also be internal.

Adult Learning Styles

Kingsland’s Personality SpectrumKingsland developed a personality spectrum that illustrates the learning styles of individuals with the overlapping of feeling, doing and thinking. He refers to these areas simply as A, B or C

Think

Feel Do

C

A B

Source: Kingsland (1986)

Kingsland’s Personality Spectrum

This spectrum is further developed to produce seven combinations or different styles of learning:1. Reactive2. Proactive3. Holographic4. Adaptive5. Communal6. Functional7. Molecular

C – Experimental adaptive

DELIBERATIVEfunctional

B – Reactive activity

HARMONIC molecular

INSPIREDholographic

ENERGISEDproactive

A – Responsive communal

Kolb’s Learning Style Theory

Kolb formulated a theory of learning by identifying four learning styles arranging them into a model.He identified four learning styles, defined as: The diverger combines concrete experience and reflective observation and can consider situations from many perspectives.This style characterized many human resource managers The converger combines abstract conceptualization

and active experimentation and favours the practical application of ideas.This style is often found amoung engineers

Kolb’s Learning Style Theory

The assimilator combines abstract conceptualization and reflective observation and has strength in inductive reasoning and creating theoretical models.This type of learner can be found in research and planning department. The accommodator combines concrete experience

and experimentation and is a risk-taker who excels in carrying out plans and experiments.This type of learner characterises many of those who work in marketing or sales department.

Cont…An important development of Kolb’s(1979) work is the Learning Style Inventory (LSI), which he describes as “a simple self-description test, based on experiential learning theory”. It is designed to measure the learner’s strength and weakness as a learner in each of the four stages of the learning processes: Concrete experience Reflective observation Abstract conceptualization Active experimentation

Kolb’s Learning Style Classification

Concrete experience

Active experimentation

Reflective observation

Abstract conceptualization

Honey and Mumford’s Learning Styles

Honey and Mumford propose the following learning Styles: Activists: They thrive on the challenge of experiences but are relatively bored with implementation or longer-term consolidation. Activists are the life and soul of the Party Reflectors: like to stand back and ponder on experiences and observe them from different perspectives. They collect data and analyse situation

before coming to any conclusion.

cont… Theorists: are keen on basic assumptions, principles, theories, models and systems thinking. Theorists like to arrange disparate facts into coherent theories, and tidy and fit them into rational schemes. Pragmatists: they positively search out new ideas and take the opportunity to experiment with applications. Pragmatists respond to problems and opportunities “as a challenge”.