Week 3; Learning and Development

Question 1

Training:

Answer 1

Process of acquiring knowledge, skills and attitudes to perform the role effectively in a short period. Can be formal (classrooms, training sessions) and informal (on the job). Main benefits: skill enhancement, competence development and improved performance. Narrow, one role focus

Question 2

Education:

Answer 2

Acquisition of knowledge, skills and experience through a period of sustained study, leading to qualification. Broad focus on many possible roles.

Question 3

Learning:

Answer 3

Range of formal and informal or incidental activities, creating permanent or semi-permanent change in behavior, contributing to effectiveness.

Question 4

Development:

Answer 4

Is a range of activities that can help grow and enhance knowledge, skills and experience gradually over long term. Largely dependent on the individual.

Question 5

Human Resource development (HRD):

Answer 5

Provision of learning, development and training to enhance individual, organizational and societal effectiveness. The focus is at the organizational level to achieve strategy alignment with the external environment.

Question 6

Schools of learning:

Answer 6

Cognitivism: Process of observing, storing and retrieving information to create and influence mental schemas. Individual absorves learning and then creates mental schema involving actions, events and perspectives.

Behaviorism: Change in behavior that results from the application of reinforcements. Positive feedback (reinforcement) increases likelihood of the behavior occurring even more and the other way around.

Experiential learning: cyclical process of making meaning through reflection and experience. (Cycle and explanations in a different flash card, but u can explain it here as well ;p)

Question 7

Experiential learning cycle and definitions:

Answer 7

1) Situation analysis: concrete experience (having an experience). During this stage individual pursues experiences as by time they become more proactive when performing the task.
2) Problem analysis: reflective observation (reviewing the learning experience). Can be maximised when encouraged to think about - ways the activity could have been done; comparison between targets set and realised; guided reading and discussion with others.
3) Solution analysis nr2.: Abstract conceptualization (reaching conclusions). The learner is required to reach a conclusion, the question should be asked - what have I learned; how does the experience differ from other experiences; how will I handle similar experiences; what could I have differently.
4) Implementation analysis: Active experimentation (planning next stage). The learner must identify what needs to be done differently and then transform it into action.

Question 8

Learning styles linked with stages of experiential life-cycle:

Answer 8

Activists: enthusiastically jump to new experiences, but may fail to realize consequences;

Reflectors: like to observe experiences from different perspectives. Slow to reach definite solutions and conclusions as they like to focus on the bigger picture and analysis;

Theorists: like to continually focus on analysis and develop theories from observations. Think logically to create coherent explanations.

Pragmatists: are focused on trying out new ideas, dislike long drawn-out discussions but are constantly searching for new ideas.

Question 9

The strategic Human Resource Development (SHRD):

Answer 9

Aims to align human resources with the strategic goals of the organization. Fosters learning culture to enable employees to react to external environment changes.

Important features:
Strategic integration of SHRD;
Multi-stakeholder perspective: fosters stakeholder engagement to deliver organizational values;
Dynamic capabilities: helps organizations build flexibility;
The centrality of knowledge management systems;
Creation of a learning culture.

Question 10

The learning organisation model:

Answer 10

focuses on learning how to learn and enables employees’ learning to develop. Emphasizes learning as an end itself.

Question 11

Learning organisation and the disciplines of one:

Answer 11

A learning organisation is an organisation that focuses on building a learning culture and integrating learning across all levels.

Disciplines of one:
1) Systems thinking: Effectiveness of organisations builds on processes, structures, and strategies that work together.
2) Personal mastery: organisations can only learn from their people, thus employees should be encouraged to achieve high-level expertise.
3) Mental models: mental schemas are important when shaping behavior an can inhibit creative thinking.
4) Building a shared vision: important to align departments and units in relation to goals and values.
5) Team learning: important to work together and collaborate.

Question 12

ADDIE model:

Answer 12

1) Analysis of learning and development needs
2) Design of learning objectives
3) Development of learning content and activities, embedding it within tech. platforms.
4) Implementation of learning, ensuring plans for training the learner and teacher.
5) Evaluation of the outcomes

Advantages: Simple and easy to understand, useful starting point for organisations.

Question 13

Disadvantages of ADDIE model:

Answer 13

1) Does not consider organisational, HRM, and learning and development strategy.
2) Ignores political reality of an organisation.
3) Evaluation should be continuous and throughout the process.
4) It lacks attention to key stakeholders and how they should be included in the design process.
5) it assumes that designers are aware of all relevant training requirements.

Question 14

Analysis stage of ADDIE model:

Answer 14

Key stages of analysis process:
Data collection: finding the nature of the need and if it is individual, team, or organisational;
Identification of capability/performance gap;
Recommendations and prioritization of learning needs.

Question 15

Design stage of ADDIE model:

Answer 15

Uses all the information acquired in the analysis stage to create an overall approach.

Decisions to be made:
Formulating learning objectives and outcomes;
Planning the assessment strategy;
Determine the levels, types and difficulties of the activities within the course;
Selecting the delivery method.

Question 16

Delivery methods for learning:

Answer 16

Bite-size: quick training events with a dip into learning and updates in tech. or professional areas;
Blended learning: customized for the needs of individuals;
Formal classroom courses;
Digital Learning;
Coaching;
Mentoring;
Job instruction;
Planned work experience;
Projects;
Assignments.

Question 17

Development stage of ADDIE model:

Answer 17

Builds content and materials following the plans produced in the design stage.
Must consider:
The mix of learning methods;
The level of interactivity within individual sessions;
The opportunities to receive feedback and practice the learning.

Question 18

Different learning methods:

Answer 18

Lecture: Trainer centred, good for large groups and when large amounts info must be communicated;
Group discussion: Learner centred, when learning objective is to share and analyze organisational issues;
Role play: Learner centred, opportunity to act out real-life situations. Enhanced self-awareness, confidence and ability to learn from mistakes;
Case study: Learner centred, allows to share ideas and discuss complex issues. Stretches knowledge and skill.
In-tray exercise: provides with the opportunity to experience issues they might face in real life.
Video or film: Trainer centred, For large groups and demonstrate examples. Demands little from audience, but can be used for discussion and questions.

Question 19

The implementation stage:

Answer 19

Delivers the course to the learners.

Trainers must be aware of:
The different ways in which people learn;
The needs of adult learners;
The motivation
The environment

Trainers must provide:
Opportunities for learners to learn with practice
Feedback
Opportunity for learners to make sense of what they have learned.

Question 20

Evaluation stage:

Answer 20

Establishes the intended and unintended outcomes of activities and assesses whether the benefits justify the investment.

Main purposes:
To prove the learning investment added value, if targets achieved;
To control learning and development activities to ensure they are of an appropriate standard;
To improve the quality of learning and development activities;
To reinforce the learning that took place during the learning intervention.

Question 21

Evaluation model (Kirkpatrick’s Four-Level Model):

Answer 21

Reaction (78% use) - affective reactions such as enjoyment, liking and relevance of training. In forms of feedback and happy sheets. Collected immediately after training, easy to obtain, no insight on the impact of the training.

Learning (32%) - Measurement of skills enhancement, attitude change, etc. Use of knowledge tests, interviews, and surveys. Collected 26 days after training. More difficult to measure, but relevant whether participants meet the objectives of training.

Behavior (9%) - Impact of training on job-related behavior. Use of observations, surveys, and interviews. Collected 134 days after training. Supervisor ratings need to be obtained to assess behavioral change.

Results (7%) - Measurement of objective return of investment. Reporting tools already in place. Collected 159 days after training. Link between training and outcome can be difficult to prove, requires sophisticated utilisation of tools and analysis.

Question 22

Evaluation: Experimental Design:

Answer 22

Measurements are taken before and after training, such an approach is costly but robust.

Post-test only design: easiest and cheapest to use, after training a survey takes place about opinions. Similar to reactions from Kirkpatrick’s four levels.

Pre-post design: before and after the training the employees are tested.

Pre-post controlled design: Additionally to the training group a control group is introduced. The control group does not receive any training and is used as a measurement of confounding factors.

Question 23

Trends in Learning and Development:

Answer 23

Mobile learning: learning by means of portable devices. Only 10% of organisations are using this form of learning. Available anywhere, anytime.

Social Learning: learning through digital interaction with others by means of blogs, wikis, video chats, etc. 59% of organisations use this, but only 24% believe it to be effective. The goal is to foster collaboration, knowledge sharing, and building a strong learning culture.

Adaptive learning: is achieved through personalised programs and entails the use of data mining to put together individualised learning content.