Week 3: Learning & development Flashcards
Training. Benefits of training.
Process to acquire knowledge, skills, attitudes to perform role effectively. Focus to improve work standards within a short time period.
Benefits:
+ skill enhancement
+ competence development
+ increased organisational performance.
Education
Acquisition of knowledge, skills, and experience through a period of sustained study which often leads to a qualification longer period of time that training.
Learning & development definitions
Learning-
a range of formal, informal and incidental activities which create permanent or semi-permanent change in behaviour. Contributes to individual, team organisational, societal effectiveness.
Development- range of activities that help an individual to grow, enhance their knowledge, skills, experiences gradually over a long term.
Formal & informal attributes.
HRD- Human Resource Development
Provision by learning and development, training opportunities to improve individual, team, organisational effectiveness.
HRD in organisational level- improving the effectiveness of an organisation, achieving strategic alignments to external environment.
How do people learn?
Motivation is key to learning and development- people are either motivated to learn something new to do something more effectively, better or to get rewarded.
Thus, motivation can be developed through rewards or resources of learning.
3 schools of learning
- Cognitivism-
focuses on the mind.
*How learning is absorbed, stored, retrieved in the brain. That is done through- creation, amendment, structuring of mental schemas. The *When trainers use cognitive approach they will introduce new topics by first stimulating and drawing upon previous knowledge to bring existing schemes forefront.
*Trainers should ensure that learners can process and organise effectively (demonstrations, usage of metaphors, concept mapping) - Behaviourism-
*Semi-permanent change in a behaviour that results from the application of positive & negative reinforcements.
*Responding to stimuli in the external environment –> react a certain way to a feedback that is received from stimuli.
*Trainers–>
Behavioural change by applying positive feedback.
Constructively correct mistakes and guidance, rules associated with learning.
Layout needs to enforce positive feedback. - Experimental learning:
reflection and experience based.
4stages–>
1. Situation analysis (concrete experience- having experience)
2.Problem analysis (reflective observation- review learning experience)
3. Solution analysis (abstract conceptualisation- reach conclusion about experience)
4. Implementation analysis (active experimentation- planning the next stage)
Cognitivism
focuses on the mind.
*How learning is absorbed, stored, retrieved in the brain. That is done through- creation, amendment, structuring of mental schemas.
*When trainers use cognitive approach they will introduce new topics by first stimulating and drawing upon previous knowledge to bring existing schemes forefront.
*Trainers should ensure that learners can process and organise effectively (demonstrations, usage of metaphors, concept mapping)
Behaviourism
*Semi-permanent change in a behaviour that results from the application of positive & negative reinforcements.
*Responding to stimuli in the external environment –> react a certain way to a feedback that is received from stimuli.
*Trainers–>
Behavioural change by applying positive feedback.
Constructively correct mistakes and guidance, rules associated with learning.
Layout needs to enforce positive feedback.
Experimental learning
4stages–>
1. Situation analysis (concrete experience- having experience)
pursue experience in reactive and proactive way. Over time employees are expected to be extremely proactive. Opportunities in a work and non-work setting.
2.Problem analysis (reflective observation- review learning experience)
3. Solution analysis (abstract conceptualisation- reach conclusion about experience)
What have I learned? How does the experience from previous experiences differ?
4. Implementation analysis (active experimentation- planning the next stage)
Learning styles of experimental learning
Activists-
likely to get fully involved in action, seek out new experiences, open-minded, new idea seekers.
(-) May act on the consequences later.
Reflectors-
likely to observe experiences from different perspectives. Data collection, analysis, focus on big-picture.
(-) Slow to react, shy.
Theorists-
likely to focus on analysis, develop theories based on observations. Logical thinking creates coherent explanations.
Pragmatists- focused on trying new ideas, always try out new application.
(-) Dislike long drawn out conclusions.
Models of L&D
- SHRD
- Learning organisational model
- ADDIE model
SHRD
Learning activities focused on individuals, teams, organisations aiming to enhance the alignment of HR with the strategic goals and objectives of organisation.
Strategic features:
*Strategic integration
*Multi-stakeholder perspective
*Dynamic capabilities- flexibility of employee knowledge and skills, that they are able to meet external realities.
*Centrality of management and management systems- to create organisational value, integrate.
*Creating learning culture- promoting L&D.
Goal- shape strategic agenda not just respond to it!
The learning organisational model
Learning is key source of competitive advantage. To develop creativity, innovation, change and transformation. Building learning culture and integrating learning across all levels, systems, employees.
5 systems:
*system thinking- must work together in harmony.
*personal mastery
*mental models
*building a shared vision
*team learning
(-) practical application limited
(-) constant transformation of organisation, when in reality it is not like that.
ADDIE model
Used for developing training programs in organisation.
Cycle of activities:
1. Analysis of learning and development needs.
2. Design of learning objectives and assessment instruments.
3. Development of learning content and activities, embedding content with technological patterns.
4. Implementation of learning including plans for training learners and teachers.
5. Evaluation of outcomes of learning experience.
(-) ignores organisational strategy
(-) ignores political realities ex. competition for resources, priorities for organisation
(-) no continuous evaluation, only at the end
(-)all info is accessible before training starts- this is not always true.
Key stages of ADDIE model
- Data collection
- Identification of capability-performance gap.
- Recommendation and prioritisation of learning need
