Learning and training

at work

1
Many management writers have stated
that if you want to develop an
organisation, then you must develop its
people first and they will develop the
organisation

2
LEARNING AND TRAINING
AT WORK
In today’s ever changing and competitive world, learning is no
longer a destination, but a journey.

As an accountant you will find that you will still be learning long
after you qualify.

This is because the organisation you work for, the world you live
in, as well as your profession, will all be continually changing and
evolving.

The only way for you to be able to keep pace with this change will
be through education and learning.
3
Learning can be defined as ‘the process of acquiring
knowledge through experience, which leads to
changes in behaviour’.

It includes acquiring new skills, knowledge or

attitudes, or a combination of all three.

4
The term learning relates to the process of how an individual changes
because of an experience he undergoes.

Learning is the achievement of knowledge / skill through education and

experience. It is important to note that
learning will change not only an individual’s behaviour but also his
attitude.

The experience factor needed for

learning can be gained:

 Directly through observation and / or practice or

 Indirectly by reading and / or being taught.

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The process of learning also helps an organisation develop
the talents and skills of its employee base.

It alsohelps reduce dysfunctional behaviour such as

absenteeism, tardiness and indiscipline.

Learning today, is no longer seen as falling under the

exclusive domain of educational institutions. Many
organisations also take the view that instilling the
importance of learning into their employees should be one
of their top priorities.
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Workplace learning can be undertaken either:
a) at the organisation through programs such as on the job
training or

b) at on site training which is conducted away from the

organisation (e.g. at a training centre)

Research has found that organisations that tend to invest in

learning increase their capacity to be innovative.

Learning not only improves an employee’s job performance but

also his thinking and problem solving ability
7
This in turn leads to an improvement in the overall
performance of the organisation.

Technology has also made learning much easier for

employees. For instance e-learning allows employees
to take courses at times that are most suitable for
them.

8
Formal and informal learning
There are two types of learning that take place in an
organisation: formal and informal.

Formal learning represents the educational

opportunities organisations provide to their employees
(e.g. training programs, courses etc.). It is normally
classroom based and highly structured.

Informal learning however, takes place spontaneously

and on an almost daily basis for most employees.
9
M. Dale and J. Bell in their work “Informal Learning in
the Workplace” define informal learning as: “learning
which takes place in the work context, relates to an
individual’s performance of their job and / or their
employability, and which is not formally organised
into a programme or curriculum by the employer”.

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Learning leads to an improvement in the overall
performance of the organisation.
A True
B False

11
Answer to TY 1
The correct option is A.
Learning not only improves an employee’s job
performance but also his thinking and problem
solving ability.
Organisations that tend to invest in learning increase
their capacity to be innovative

12
The pace of learning changes with familiarity, an effect
known as the ‘learning curve’.

The shape of this curve depends on the type of work or

task and the individual.

A fictitious curve for learning from a study guide may

look something like
this:

13
Some employers (often smaller businesses) see
investment in learning in the workplace as a drain on
their resources – using up valuable time and money.

However, workbased learning has a number of key

advantages:

14
It can lead to increased competence, understanding, selfesteem

And morale – leading to improved productivity.

• It may improve the level of creativity and innovation of workers in

the organisation, giving an advantage over competitors.

• People who enjoy learning are more likely to be flexible in times of

constant change.

• If workers are not given learning opportunities, there is a risk that

they will feel undervalued and will lose motivation
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The learning organisation
The ‘learning organisation’ describes any organisation that facilitates the
learning of all members and continuously transforms itself.

Typically they:

generate and transfer knowledge throughout the organisation

• learn from others and from past experience

• tolerate risk and failure as learning opportunities

• have a systematic, ongoing, collective and scientific approach to problem

solving.

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The learning process
It is important to understand how people learn new
things, as this will allow an organisation to create
suitable training programmes for its employees.

Two theories that help with this are those proposed by

Kolb and Honey & Mumford.

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Kolb: experiential learning cycle
Kolb suggested that learning is a series of steps based
on everyday experience. He argued that classroom
learning is false and that actual learning comes from
actually undertaking tasks and learning from them.

Kolb identified four learning stages that must be

addressed

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According to Kolb, successful learning is a cycle that
progresses through all four stages.

For instance, if you want to learn how to use a new

computer system:

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Describe the learning process: Honey and
Mumford, Kolb
Honey and Mumford
P. Honey and A. Mumford developed a theory on
predominant learning styles that identifies four
distinct types of learning styles or preferences. These
are:
 activist
 theorist
 pragmatist
 reflector

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Honey and Mumford – Learning styles

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These styles represent different approaches to learning. Individuals
will naturally prefer one style overanother and each will have a
predominant or favourite style.

Honey and Mumford recommend that individuals should:

1. Identify and understand their preferred style of learning and

2. Seek out opportunities to learn using that particular style.

However, they also recommend that individuals develop their abilities to

learn. This will broaden their horizons
and make them better learners for the future.

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Activist (Do)
Represents the type of people who like to learn by
doing. These types of people enjoy learning from
methods such as on the job training.

They involve themselves in new experiences. They

generally don’t like preparation but tackle
problems by brain-storming. Nature wise, they are
flexible, enthusiastic and open-minded but often take
unnecessary risks.

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Theorist (Conclude)
Represents people who enjoy theory or academic
based learning. These types of people prefer
learning from text books or taking academic
courses.

They are objective and tend to be sticklers. Nature

wise, they are logical, rational as well as analytical but
have low tolerance for uncertainty and disorder.

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Reflector (Review)
Represents people who like learning by observing and then
reflecting on what they have seen.

They like to view experiences from different perspectives before

arriving at a conclusion.

These types of people prefer learning from group workshops

and discussions.

Nature wise, they are careful, thorough andmethodical but

they tend to hold back from direct participation and do not care
for deadlines.
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Pragmatist (Plan)
Represents people who enjoy theory and academic learning but
only if the content of what is being taught can be applied to a
practical or relevant
situation.

These types of people would enjoy learning from techniques

such as interactive classes and training sessions.

Nature wise, they are keen to learn and do new things, practical
as well as technique oriented but they are impatient
and less interested in basic theories. These people are task-
oriented rather than people-oriented.
26
Kolb
David Kolb developed and presented a learning style
model in his 1984 book - Experiential Learning:
experience as the source of learning and development.

The main rationale behind the theory is that people learn

most effectively through discovery and experience.

Kolb’s theory defines learning as a four stage process or

training / learning cycle.

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Kolb’s learning process

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Stage 1:
doing
The cycle begins with an individual having an
experience, engaging directly in some activity or work.

The individual needs to draw on his current

knowledge and skills

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Stage 2:
thinking
At this stage, the individual is no longer “doing”, but
reflecting, interpreting and understanding on what
has happened.

He may draw upon other experiences and knowledge

to better understand. It also helps him to analyse how
he could have improved or done the task in a better
manner.

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Stage 3:
watching
Here the individual formulates a new (or amended)
approach or technique on how he would perform the
same activity again much more effectively.

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Stage 4:
feeling
This represents the final stage where the individual
plans future opportunities, to apply his learning and
new approaches.

This would, in turn, provide further experience and

learning, thus, initiating the cycle again.

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Example
If Kolb’s theory is applied to learning to ride a bicycle, the learning process would
be as follows:

Stage 1 An individual gets on a bicycle and begins pedaling but soon falls off.

Stage 2 The individual then sits back and examines the events which led to
his fall. He comes to an understanding that he fell off because he lost his
balance, as he was pedalling too slow.

Stage 3 The individual decides to get back on his bicycle, but this time to
pedal faster in order to maintain his balance.

Stage 4 The individual now plans his next cycling trip in order to apply his
newly formed theory.

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In 1995, Kolb defined four learning cycles:
Concrete experience: where learning from feelings or
reactions to experience influence your learning.

 Reflective observation: where learning from watching and

listening influence your learning.

 Abstract conceptualisation: where learning from thinking or

analysing problems in a systematic method influences your
learning.

 Active experimentation: where learning by doing something

new or the same with a more sophisticated method.
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As per Honey and Mumford’s theory, a learning style
where people enjoy learning by doing is called:
A Activist
B Theorist
C Reflector
D Pragmatist

35
Answer to TY 2
The correct option is A.
Activist represents the type of people who like to learn
by doing. These types of people enjoy learning from
methods such as on the job training

36
Describe the role of the human resources department and
individual managers in the
learning process.
R. Baron in “Psychology” points out that four conditions need to be present in
order for individuals to be able to
engage in an effective learning process:

1. Stimulus (individuals need to be interested in learning);

2. Response (opportunities need to be present so that the individual can

take advantage of them in responseto their interest in learning);

3. Motivation (individuals need to be aware of the benefits they will

derive from learning) and

4. Reward (individuals need to be rewarded for any successful learning

efforts, thereby providing the incentive to continue learning).

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James has an undergraduate degree in Engineering and works in the
R&D department of a manufacturing company. He has recently
become interested in working on some of the organisation’s highly
specialised research projects but knows he currently lacks the
educational qualifications to do so (stimulus).

However he has found out that a local university is offering a part time
masters degree that will give him the qualification he needs
(response). James believes that once he has the degree, the
organisation will assign him to such projects (motivation).

James obtains the degree and is promoted to work on a high level

research project (reward).

38
today as buzzwords such as “lifelong learning” and
“learning society” are increasingly being used.

However what has changed is the role organisations

are expected to play in the learning process.

The management today are expected to “partner”

with their employees to provide them with
increasing opportunities for continuous learning.

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Most organisations have assigned this new responsibility to their
Human Resources Department (HRD).

As mentioned in a previous Study Guide, the main responsibility of the

HRD is to implement policies and procedures that will attract,
motivate, develop and retain quality employees so that the
organisation will be able
to meet its long term objectives.

Presently, there is an increasing emphasis and importance being

placed on the HRD to utilise an employee’s abilities by coaching them
to maximise their potential. Learning is seen as the best way to
accomplish this.
40
HRDs now take a very active role in encouraging and supporting
employee learning on a continual basis both on and off the job.

learning process (stimulus, response, motivation and reward) are

present for employees in an organisation.

However, the HRD cannot do this acting in isolation.

To meet this objective, they need the support of

individual managers from every department of the organisation.

Individual managers need to work with the

HRD to promote and improve the learning process for their subordinates

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Given that they are the ones who work closely with employees, they
are in the most suitable position to evaluate their strengths and
weaknesses or expertise and knowledge gaps.

Along with evaluating the performance of their subordinates,

managers need to: identify their learning needs;

 Encourage and support their efforts for learning (e.g. allowing

them time away from work to attend training programs) and

 Create a working atmosphere that promotes informal learning

(e.g. creating forums where employees share their best practices).

42
Overall, by working together the HRD and individual
managers of an organisation can help ensure that the
learning needs of employees become aligned with the
overall strategic goals and direction of the
organisation.

43
HRDs now take a very active role in encouraging and
supporting employee learning on a continual basis
both on and off the job.
A True
B False

44
The correct option is A.
Learning is seen as the best way to utilise an
employee’s abilities by coaching them to maximise
their potential

45
Describe the training and development process: identifying
needs, setting objectives,
programme design, delivery and validation.[k]
Training and development refers to the design and
implementation of learning programs that will
produce a measurable and noticeable change in a
person’s knowledge, skills or attitudes.

As outlined in the diagram below there are five stages

involved in the training and development process.

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Training and development process

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Stage 1: Identifying training needs
This is the first stage of the whole process. Here the training needs that are
to be addressed are identified.

Training needs can be thought of as what knowledge and skills potential

learners currently have and what an organisation believes they should have.

Another method that can be used is to identify the tasks / activities that an
organisation needs to have performed and correspondingly the skills,
knowledge and attitudes they require.

The result of this should be compared to the knowledge, skills and attitudes
already possessed by potential learners.

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Stage 2: Setting training objectives based on needs
Identified training needs should become training
objectives. At this stage, the deficiencies or expertise gaps
of the potential learners have been identified.

Therefore the next step is to set down specific and

measurable knowledge and performance objectives
based on these gaps or deficiencies. The goal should
be that once these objectives have been achieved, the
expertise gap that exists should be completely filled.

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Stage 3: Incorporation of needs and objectives into Programme

This leads to the stage of designing a specific training program for

development purposes. What must be decided upon here is not
only what must be the content, but also how this matter should
be taught.

The first step to deciding what must be taught is to group the training
objectives identified in Stage 2 into a number of
courses, blocks or sessions. This “curriculum” must then be checked to
ensure that it meets both the learning
needs of potential attendees and also the objectives of the organisation

50
Deciding how the program is to be taught involves:

1. Selection of instructional material (e.g. books,

literature, DVDs etc) and

2. Selection of instructional methods (e.g.

classroom lectures, e-learning etc).

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Stage 4: Delivery of training

At this stage, the training program is actually implemented and any
supporting material distributed.

Stage 5: Validation
Once the training program has been conducted, it leaves the last stage of
validation to be completed. Here the success (or failure) of the training
programme must be evaluated.

One common approach is to invite feedback from all participants.

Or alternatively students can be given a test or exam at the end of the
course on the subject matter that was taught.

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This stage is vital as it provides a platform from which
the program can be modified or amended (if need be)
to improve its quality and effectiveness

53
Srist is an IT organisation that specialises in creating
customised software solutions for their customers.

Recent feedback the organisation received from its

customers states that although their programmers are
very strong in technical skills and abilities, their
language and written skills are very poor. This has led
to communication problems as customers have often
misunderstood the reports being sent to them.

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Concrete experience – you may decide to start using the new
computer system, without any training or guidance.

• Reflective observation – having failed to accomplish everything you

wanted, you spend some time identifying the problems you had and
which tasks you were unable to perform successfully on the new system.

• Abstract conceptualisation – having identified the problem areas,

you go to the instruction manual and look up how to undertake these
tasks.

• Active experimentation – once you have read the instructions relating

to the areas you were uncertain about, you then go back to the computer system and try
them again to see if you are now able to perform all the tasks you needed to accomplish.

55
Kolb argues this is an ongoing loop, as using the
system again may well trigger new problems or issues
(new concrete experiences) which trigger the cycle
again

56
Note that it doesn’t matter where you start on the cycle.

You could start at the abstract conceptualisation stage and

begin by reading the instruction manual before using the
system. Alternatively, you could watch someone else using
the system first – beginning at the reflective observation
stage.

Kolb also identifies four different learning styles adopted by

individual learners (as shown on the diagram above), based
on where they start on the learning cycle
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Each style is a combination of two elements from the cycle.

• Divergent – feeling and watching – these people prefer to

watch rather than do, reflecting on what they are seeing from
various angles before trying it for themselves.

• Assimilative – watching and thinking – these individuals

take a concise, logical approach. They prefer good, clear
explanations rather than undertaking practical examples.

They then need time to think through what they have seen

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Convergent – thinking and doing – prefer to apply
ideas and enjoy testing ideas out in practice to see if
they really work.

• Accommodative – doing and feeling – strong

preference for concrete experiences and active
experimentation (handson approach).

59
Explain the terms ‘training, ‘development’ and ‘education’ and
the characteristics of each
The terms “training”, “development” and “education”
are all linked to, and involve learning.

However there are significant differences that exist

among the three.

60
G. Dessler in his book “Human Resource Management” defines training
as the: “methods used to give new or
present employees the skills they need to perform their jobs”.

Training can be defined as a learning process of acquiring knowledge,

sharpening skills, understanding of concepts or changing of attitudes and
behaviours to improve the performance of employees.

It is a formal classroom learning activities e.g. organised workshop or

seminar. It is often a group activity but it can be a specific instruction
done on a one to one basis.

Training is a short-term process.

61
When an organisation sends its new sales people on a
course designed to familiarise them with the products
and services the organisation offers

Training originally was concentrated on giving employees

the technical skills they needed to perform their jobs.

An example of technical training is an engineering

company sending its engineers on a CAD / CAM training
course.

62
However today many organisations are also sending
employees on training programmes other than ones
designed to impart technical skills

Examples include training programs on communication

skills, as well as diversity training programs

Overall, training refers to programs or methods that are

intended to give participants a specific skill set or
knowledge base
63
Development
Development is the broader term used to describe
activities an individual will undertake to help him not
only improve his current job performance but also to
gain broader knowledge and skills so that he can
further his career.

Development is also undertaken so that an individual

can grow and assume positions with greater
responsibilities or change careers completely
64
Development is also a learning process, concerned
with a subject matter of a conceptual or theoretical
nature and the development of personal attitudes. It
includes:
 Learning experiences on the job
 Learning experiences off the job
 Formal training
 Classroom training

65
Development is a long term process of self
improvement. It involves people identifying and
developing the knowledge, expertise and skill sets
they require in order to achieve their long term
objectives.

An example of development would be an individual

studying for a part time MBA so that he can move from
an administration job into management

66
Education
Although the term education is most often used to refer to formal
education (i.e. schools, colleges and universities), it actually has a
much broader meaning. It is a combination of training and
development.

Education relates to personal development.

Education covers any experience that provides and enables an

individual to learn. It is a lifelong process and comes from a
number of sources including books, television, newspaper,
family and friends.
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Individuals who attend a university receive an
education both in and out of the classrooms. The
education received in the classroom comes from the
lectures and seminars they attend.

The education they receive out of the classroom comes

from interacting with the other students and learning
from their perspectives and experiences.

68
The methods used to give new or present employees
the skills they need to perform their jobs are defined
as:
A Education
B Development
C Training
D Learning

69
Answer to TY 5
The correct option is C.
Training refers to programs or methods that are
intended to give participants a specific skill set or
knowledge
base

70
List the benefits of effective training and development in the
workplace
There is a widely accepted view today that employees
are an organisation’s greatest asset and like all
important assets they must be looked after.

Training and development represents the way an

organisation invests to not only maintain but also
improve the quality of its most vital asset i.e. human
resources.

The main benefits of training and development include

71
Answer to TY 4
The correct option is A.
At this stage the training needs to be addressed are
identified.

72
Benefits to the organisation

Properly inducted and trained staff members are more effective in performing their job.

 Effective training has positive correlation with high morale, as employees feel valued and supported.

 It can encourage more effective and consistent relationships with employees.


Effective induction supports staff retention; the cost of induction is insignificant compared with the
cost of recruiting and training replacement staff.

 It not only increases productivity and efficiency but also increases motivation and innovation
amongst employees.

 Decreases need for supervision.


New employees receive the same positive, consistent messages about the organisation, its values and
policies; this helps to minimise misunderstandings of procedures

73
Benefits to the employees
Either employees can learn new things which are relevant to their job or
they are learning how they can do their job more effectively and efficiently.

 Well trained employees feel valued and informed. It provides a sense of

satisfaction which is an intrinsic motivation.

 Effective training and development programmes reduce nervousness and

uncertainty amongst employees regarding their roles and responsibilities.

 It gives a better understanding of job performance expectations.

 Employees get the opportunity to contribute their level best. Their

increased efficiencies in processes result in financial gain

74
Question 1
There are two types of learning that take place in an
organisation:
A Fixed and flexible
B Easy and complex
C Theoretical and practical
D Formal and informal

75
Answer to SEQ 1
The correct option is D.
Formal learning represents the educational
opportunities organisations provide to their
employees. Informal
learning is not formally organised into a programme
or curriculum by the organisation. It takes place
spontaneously and on an almost daily basis for most
employees.

76
Question 2
As per Kolb’s learning process, the stage at which an
individual begins interpreting and understanding
what has
happened is:
A Stage 1
B Stage 2
C Stage 3
D Stage 4

77
Answer to SEQ 2
The correct option is C.
At stage three the individual begins interpreting and
understanding what has happened. He may draw upon
other experiences and knowledge to understand what
is happening.

78
Question 3
In order to encourage learning among employees,
individual managers need to:
A Identify their learning needs.
B Encourage and support their efforts for
learning.
C Create a working atmosphere that promotes
informal learning.
D All of the above

79
Answer to SEQ 3
The correct option is D.
Individual managers from every department are
responsible to work with the HRD to promote and
improve the
learning process in the organisation. They do this by
identifying employee learning needs; encouraging and
supporting their efforts for learning and creating a
working atmosphere that promotes informal learning

80
Question 4
At the validation stage of the training and
development process:
A The training program is actually implemented.
B The success (or failure) of the training
programme is evaluated.
C A specific training programme is designed.
D The training needs that are to be addressed are
identified.

81
Answer to SEQ 4
The correct option is B.
Validation is the last stage in the training and
development process. Once the training program has
been
conducted, at the validation stage of training and
development process, the success (or failure) of the
training
programme is evaluated

82
83
Question 5
The term education refers to:
A Any experience that provides and enables an
individual to learn.
B A long term process of self improvement.
C Methods that are intended to give participants a
specific skill set or knowledge base.
D Both A and A

84
Answer to SEQ 5
The correct option is A.
Although the term education is most often used to
refer to formal education, in actuality it has a much
broader meaning. It is a lifelong process and comes
from a number of sources including books, television,
newspapers, family and friends.

85
Question 6
Honey and Mumford developed a theory on
predominant learning styles in which they have
identified the
following four styles of learning:
A activist
B theorist
C reflector
D pragmatic

86
Answer to SEQ 6
a) The correct option is B.
Theorists are systematic and analytical and prefer
academic based learning.
b) The correct option is A.
Activists are enthusiastic and like to learn things by
doing.
c) The correct option is D.

87
Pragmatists look for practical application of things
and enjoy learning from techniques like interactive
classes.
d) The correct option is C.
Reflectors are thoughtful and analytical in nature and
prefer learning from group workshops and discussions.

88
Fill in the blanks by choosing A, B, C or D from the
above list.
a) Suzan prefers academic based learning and enjoys
reading text books. Thus, Suzan is adopting the
_______________.style of learning.

b) Jerry prefers to learn through on the job training.

Thus, Jerry is adopting the _______________.style of
learning.

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c) Margaret is a task oriented person and enjoys
learning from techniques like interactive classes. Thus,
Margaret is adopting the _______________.style of
learning.

d) Ray views experiences from different perspectives

and enjoys through group workshops. Thus, Ray is
adopting the _______________.style of learning.

90