RECAP
Other HR Functions
Compensation and benefits (job evaluation, salary structure)
Employee/Labor Relations (management prerogative, employee rights)
Employee Safety (safety issues, accidents, workplace violence)
LEARNING AND DEVELOPMENT
TRAINING
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TRAINING AND DEVELOPMENT
TRAINING
usually refers to practical education in mastering a skill or job
purpose: improved performance
DEVELOPMENT
learning that goes beyond present job and has a more long-term focus
purpose: to keep pace with organizational changes and growth
TRAINING
Training is a structured, deliberate process of teaching
specific skills, knowledge, or behaviors to improve
performance, productivity, and competence.
It bridges the gap between current capabilities and required
standards, applying to both professional development and
physical fitness, often involving exercises and goal-setting to
achieve mastery.
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Similarities between development and Training
Both are learning experiences.
Both are planned by organization.
Both aim to further organizational goals - permanently changing employee
KSAOs.
OUTLINE
Training and development
Learning – Adult Learning
Theories of Learning
Other Principles of Learning
Uses of Training in Organizations
Assessment of Training Needs
Training Objectives
Training Process
Special Training Areas
Methods and Techniques of Training
Evaluation of Training Program
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LEARNING
: a process of acquiring knowledge through experience which leads to a change in
behavior
Learning dip – a certain period in
the process when a person’s level
of performance (efficiency and
effectiveness) goes down; and
increases again as the person
assimilates information, and gets
used to the change
The learning dip
WAYS OF LEARNING
DEDUCTIVE/PEDAGOGY INDUCTIVE/ANDRAGOGY
Art & science of teaching children Art & science of teaching adults
Lecture, didactic approach Participatory methods
Teacher as expert, center Teacher as facilitator
Process: Process:
Preparation Setting the climate
Presentation Determining learning objectives
Clarification Doing
Application Looking, observing
Recapitulation Thinking, analyzing, reflecting
Generalizing, insights
Acting
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ANDRAGOGY (KNOWLES, 1980)
Assumptions of Andragogy (Adult Learning)
Self-concept - self-directed
Adult Learner Experience - accumulates experience that becomes an
increasing resource for learning.
Readiness to Learn - oriented to the developmental tasks of his/her social
roles.
Orientation to Learning- immediate application of experience; problem
centeredness.
Motivation to Learn- internal
ANDRAGOGY RATHER THAN PEDAGOGY
Adult learning theory is founded on the principles that effective training is:
Relevant to experience or intended experience
Engaged in the process of discovery and exploration
Active learning process, and replicate as closely as possible the environment
within which the skill or knowledge will be applied
Learner-centered
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THEORIES OF LEARNING
1. Classical conditioning
involves responses linked to reflexes and involuntary responses
2. Operant conditioning
central concept: rewarding a behavior will increase the occurrence of that
behavior and punishing a behavior will decrease its occurrence.
Training programs typically are designed to increase behavior, and so they should
focus on rewarding correct behaviors
Reinforcers – rewards that increase the incidence of desired behavior
money and other tangible prizes
social reinforcers –
praise, recognition
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Schedule of Reinforcement (How often should one reinforce a behavior?)
reinforce the correct behavior every time it occurs:
to make training efficient, it is important to increase the incidence of the correct behavior as
quickly as possible
continuous reinforcement – rewards that follow every correct repetition of the
desired behavior
3. Social Learning Theory
People can learn through observation and direct experience
Acknowledges the existence of observational learning and importance of
perception
Central to Social Learning Theory: influence of models
Stresses the importance of models (such as leaders)
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4. Experiential Learning Theory
Learning is a cycle
From an encounter of an external stimuli which is processed to form new knowledge
and then application of the new knowledge
Ideally, this new knowledge brings about a behavioral change, which then results in
another concrete experience
HOW DO WE LEARN?
ACTIVITY
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SCORING
KOLB’S LEARNING STYLES
TWO ways we perceive and acquire information
Concrete
FEELING Experience
Individual has a concrete
experience
Does something
Makes some sense of the Abstract
experience by drawing THINKING
Conceptualization
some general
conclusions
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KOLB’S LEARNING STYLES
TWO ways we process information
Active Experimentation Reflective Observation
DOING WATCHING
Plans to do something
differently in the future Reflects upon his specific
experience
KOLB’S LEARNING STYLES
Concrete Experience
FEELING
Active Experimentation Reflective Observation
DOING WATCHING
THINKING
Abstract Conceptualization
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KOLB’S LEARNING STYLES
Concrete Experience [CE]
FEELING
ACCOMMODATIVE
DIVERGENT Reflective Observation [RO]
Active Experimentation [AE]
DOING WATCHING
CONVERGENT ASSIMILATIVE
THINKING
Abstract Conceptualization [AC]
DIVERGERS (CE & RO)
Characteristics Implications
Good imaginative abilities Enjoy idea generation activities such
as:
Interested in people
Sensitive to other’s feelings Brainstorming
Good listeners Reflective activities
Open-minded Lectures
Prefer traditional,
classroom-based training
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ASSIMILATORS (RO & AC)
Characteristics Implications
Well-developed thinking skills Private learners who enjoy
theoretical reading, thinking alone
Good at organizing information,
and the use of case studies
building and testing
Less dependent on facilitator
Theories and designing experiments
Prefer information to be presented
Less concerned with people than
in a systematic, organized sequence
with ideas
CONVERGERS (AC & AE)
Characteristics Implications
Well-developed decision-making Prefer small-group discussions and
skills participation but dislike lecture
Interested in practical application of Like to judge their own work and be
ideas evaluated as simply right or wrong,
and to generate singular solutions to
Controlled in expression of emotion
problems
Prefer dealing with technical tasks
and problems rather than social and
interpersonal issues
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ACCOMMODATORS (AC & CE)
Characteristics Implications
Tend to solve problems in an May tend to prefer hands-on
intuitive, trial-and-error manner activities such as computer-based
learning, simulation
Very adaptable to changing
circumstances Prefer self-directed learning
methods such as role plays, games,
Concrete learners
observations over print and lecture
based learning
Stage Activities to help Stage Activities to help
•ice breakers & energisers •ask for observation
I •team games
•problem solving
II •write a short report on what
took place
Concrete experience •discussion •give feedback to other
•practical exercises, e.g. Reflective participants
making a presentation observation •quiet thinking time
•debates •tea & coffee breaks
•completing learning logs or
diaries
•give learners time to plan
III •present models
•give theories
IV •use case studies
•use role play
Abstract •give facts Active experimentation •ask learners to use real
conceptualisa-tion problems
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OTHER PRINCIPLES OF LEARNING
Massed vs Distributed Practice
Transfer of Training
Active Practice
OTHER PRINCIPLES OF LEARNING
Massed practice vs. Distributed practice
Massed practice – refers to training that is done in one or a few long
sessions
Distributed practice – refers to learning that takes place over a number of
short sessions
allows more time to process material
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Transfer of training
pertains to the application on the job of skills learned in a training
situation
Situations by which transfer of training most likely to occur:
training situation is as much like the real situation as possible
allowing the employees to practice the new skills they learn
new learning is built on previous learning
supportive work environment
employees have the opportunity to perform the new behavior on the job
Active practice
shows that having the learner participate dynamically in the learning
process enhances learning
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NEXT MEETING (SYNCHRONOUS SESSION)
Training and development
Learning – Adult Learning
Theories of Learning
Other Principles of Learning
Uses of Training in Organizations
Assessment of Training Needs
Training Objectives
Training Process
Special Training Areas
Methods and Techniques of Training
Evaluation of Training Program
16