Learning, Training & Development Flashcards
What is learning?
Acquisition of knowledge/ skills through study, experience or being taught
What is training?
Process of teaching & developing knowledge, skills & competencies in individuals through a structured & systematic approach
What is development?
Development of job-relevant knowledge, skills, abilities & competencies in organisations
What does the behaviourist theory suggest about learning?
Learning is an outcome of strengthening stimulus-response links
Reinforcement & reward is key
What does the cognitive theory suggest about learning?
In new situations, individuals respond in one of 3 ways
Learning occurs as a result of assimilation, rejection or accomodation
What does the humanist theory state about learning?
Experience forms the basis of all learning
When we experience an event, it’s possible to learn from that experience at different points over time
What are the steps in the training cycle?
Training needs analysis
Training design
Training delivery
(Transfer)
Evaluation
What is training needs analysis?
More precisely training need can be specified, the more focused the training can be, ensuring the organisational business needs are met in the most cost effective way
How does TNA work?
Clarifies whether training is the best option
Enables training objectives
Identifies criterion, condition & standards
What is organisational needs analysis?
Assess the strategies, requirements & role of training, examine aims & objectives, resource needs & efficiency indices of the organisation
Training needs exist if there are barriers to achieve objectives - training removes barriers
What is task analysis?
Determines task required on the job, performance standards & knowledge, skills & abilities required to carry out tasks
What is person analysis?
Determines who needs training & what kind of instruction they need
Identify gaps between KSAOs of job and employee
What are different methods of data collection for TNA?
Observations
Questionnaires
Interviews
Focus groups
Organisational data/ documents
Evaluate observations as a method of collecting data for TNA
Generates data relevant to work environment & minimise work interruption
Needs skilled observer, may influence employee behaviour
Evaluate questionnaires as a method of collecting data for TNA
Cost effective, collect data from large groups, easy to analyse data
Time consuming, low response rate, lack detail
Evaluate interviews as a method of collecting data for TNA
In-depth detail, explore new issues & flexible
Time consuming, complex analysis, need skilled interviewer
Evaluate focus groups as a method of collecting data for TNA
Useful for establishing different perspectives, flexibility of questionnaires
Time consuming to organise, employees reluctant to speak in-front of others
Evaluate organisational data as a method of collecting data for TNA
Good source of information on procedures & tasks, objective
Out of date material, accessibility
What are some methods of delivery of LTD?
Lectures/ seminars
Webinars/ online discussion/ e-learning
Demonstration & simulation/ role-play
Development centres
Case studies
On-the-job training
Coaching/ mentoring
Job rotation
Team training
How is coaching psychology used in the workplace?
Underpinned by core areas of psychology
Can be applied in workplace to support learning & development, to enhance wellbeing, performance and career progression
Focus on the individual having knowledge & skills & coach being facilitator to raise self-awareness & reflection on experience through questioning & active listening
Evidence based approaches to coaching
What is the cognitive-behavioural approach to coaching?
Social context
Physiology, emotions, cognitions & actions interplay
What are some other approaches to coaching?
Psychodynamic - skill & performance
Behavioural - developmental
Solution focused - transformational
Person-centred - executive & leadership
Gestalt - team
Positive psychology - managerial
What is training transfer?
The extent to which learned knowledge, skills & behaviour are applied in the workplace context, post-training
What are some limitations of training transfer?
Complex to measure (Burke & Hutchins, 2007)
Limitations of research
Saks (2002) survey suggests approx 40% trainees don’ transfer training to their role immediately after training, 70% falter in transfer 1yr after programme, only 50% training investment result in organisational/ individual improvements
