mp 14 learning ho

8/17/2019 MP 14 Learning Ho

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1. Training, Learning or Development?

2. The Process of Learning.

3. Learning at an organisational level

4. Learning and society

5. The Training Process

agenda

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Training is an instrctor!lead and content!"ased

intervention leading to desired changes in "ehavior

Learning focses on the changes #hich ta$e place in the

individal%s s$ill, attitde or $no#ledge.

Development is sally an m"rella term and covers

"oth training and learning, covers long period of

enhancing s$ills, and $no#ledge throgh variosmethods.

1 Training, Learning or Development

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&easons #hy organisations nderta$e learning and

development 'L(D)

*mprove prodctivity. *mprove performance. *mprove $no#ledge development. To retain $ey staff.

To give the organisation a competitive advantage.

Training, Learning and Development

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+enefits to employees

*ncreased personal competence.

*ncreased adapta"ility. -igher li$elihood of continos employa"ility.

?

Training, Learning and Development

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Peter Senge (1990) asks …

Does your organisation ave a learning

disa!ility"#

$%y, on average do organisations &live' only 0years"#

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Peter /enge '100)

$%e are prisoners o our *ay o doing tings ++#

diiult aepting !lame

o* *e ontri!ute to our o*n pro!lems sort term events …te !oiled rog learning rom e-periene" te team myt *at is my .o!"

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…te link …

Te a/uisition o and eetive use o kno*ledge

Personal mastery

rganisations learn only troug people *o

learn

$Te essentially dynami nature o managerial

*ork makes an a!ility to learn eetively a

undamentally important ompetene or

managers++# Watson p444

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*at is learning"

$ … a relatively permanent ange in !eaviour as

a result o pratie or e-periene ++#

2no*ledge

Skills

3ttitudes

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+ehavioral theories ognitive theories

Theories of mental processes

http###.yot"e.com#atch?v/678h89:;$*(periential theories

/elf development

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Teories o learning

http://www.youtube.com/watch?v=SFV6h6MXQkI&NR=1http://www.youtube.com/watch?v=SFV6h6MXQkI&NR=1


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…+ 4lassial onditioning(Rollinson,2008, p175)

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"est conceived as a process not st otcomes continos process gronded in e>perience

re@ires the resoltion of conflicts "et#een opposed

modes of adaptation a holistic process re@ires transaction "et#een the person and the

environment

Kolb (1988)

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e-periential learning


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andragogy

adults ave a tendeny to*ards sel diretion adults e-periene are a ri soure o learning adults are a*are tat real lie generates

learning needs adults are perormane entered

Brookfield (1986)

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…and sel direted learning

Climate

inormal, mutually respetul, onensual,

olla!orative, supportive

learning activitiesin/uiry pro.ets, independent study, e-perimental

teni/ues

evaluation

!y mutual assessment

Robinson (1979)

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…learning stagesagne (19!") see Weig#tman (1999)

1 Motivation

Pereption

5 3/uisition

6etention

7 6eall8 eneralisation

: Perormane

;


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2ol!'s Learning 4yle(Kolb, 1988)

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Learning Styles

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sine =1900> teoretial ? empirial

resear in @2, @S ? %estern Aurope

:1 models o Learning styles ++

%itkin B ield dependene&C32' B visual, audio, kinesteti

ardner B multiple intelligene

2ol!

3nd Eoney and Mumord …

F@T very few robust studies for reliable

& valid evidence (see Collfield et al, 2004)


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6eletive Learning

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http://www.youtube.com/watch?v=ObQ2DheGOKA

http://www.youtube.com/watch?v=ObQ2DheGOKAhttp://www.youtube.com/watch?v=ObQ2DheGOKAhttp://www.youtube.com/watch?v=ObQ2DheGOKAhttp://www.youtube.com/watch?v=ObQ2DheGOKA


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G learn !est *en … choose the top 3 statements

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1 I am ofere !ew or !ove" e#per$e!ces

2 I am a""owe to watch the! th$!& over act$v$t$es ' I am ofere part o( a moe" or theory

) I ca! see the "$!& betwee! the sub*ect a! a pract$ca"way to use $t + I ca! $!vo"ve myse"( $! ,here a! !ow, act$v$t$es - I am ab"e to sta! bac& (rom th$!s I am $!te""ectua""y stretche 0 I am $!trouce to $eas that have a pract$ca" va"ue


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Learning Styles

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A-periene 34TGCGST

6evie* e-periene 6A


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5 Learning at an organisational

level …


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2no*ledge Management

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1+ @sing aessi!le kno*ledge rom

outside soures

+ Am!edding and storing kno*ledge

trougout te organisation5+ 6epresenting te kno*ledge

+ Promoting kno*ledge gro*t

7+ Transerring and saring

kno*ledge8+ 3ssessing te value o te

kno*ledge


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2no*ledge Transer

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$onveying te kno*ledge rom

one soure to anoter soure#

$transmission plus a!sorption#

++ Fot e-pliit and tati kno*ledge


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Te Learning rganisation …

Burgo$ne 3 learning approa to strategy Partiipative poliy making

Gnternal openness and e-ange Sense o e-perimentation &!lame ree' ulture Ana!ling strutures

da!ted from "eid et al 2004

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4ommunities o Pratie …Learning in a soial onte-t ++

$ ++ (in)ormal, selBorganising net*orks o people

dediated to saring kno*ledge in an area o

ommon e-pertise or interest# i%%& '8 p '68

Te empasis is on &tait' rater tan &odiied'

kno*ledge

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4ommunities o Pratie (4oP)

raditional /pecifying the #ay tas$s

are organised =sta"lishing rotine Archestrating #or$ Bssming predicta"le =>plicit $no#ledge Top do#n control

Gibb, 2008, p271

Co*s =>ploring the #ay tas$s

are done +eing spontaneos *mprovising #or$ &esponding to change Tacit $no#ledge

+ottom p generation oflearning

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Developing capital t#e t#ree capitals

*dentity capital

-man capital

/ocial capital

learning and soiety

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This is the "asis of L(D .

1. *dentifying Learning and Training


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*dentifying gap "et#een o" re@irements and crrents$ill level of incm"ent.

=nsre training is re@ired.

Cnderta$en together #ith training needs analysis 'T


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Training needs can "e identified at 3 "asic levels.

1. Arganisational level. glo"al revie#, o" descriptions

sed to highlight re@ired competences and

performance.

2. Eo"Accpational level.

3. Personal level .

Gdentiying Training Heeds

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*t is a"ot identifying the gap The gap "et#een desired and actal

performance

*s this gap #orth closing? Fhat are the cases of the gap? Fhat are the potential interventions?

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-o# do #e identify the gap? Fhat sorcesof information?

Arganisation statistics .. ‘Error’ rates, customer

feedback, time slippages, budget ariations ! Prodctivity measres +enchmar$ data Bppraisals

. 'plans?)

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Bre gaps G#orth% closing? Fhose performance is at isse? Fhat is the actal discrepancy? Fhat is the cost of the Ggap%?

*s it a development gap?a. Do they already $no# .. Est need feed"ac$? .. Arrefresher?

". Bre resorces ade@ate?

c. Fold tas$ changes help to remove o"stacles?

d. Bre conse@ences appropriate? Do they have the potential to change?

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The 3 $inds of organisational level needs

analysis .. "ee #ibb $%%8, p $3

goals standards o%+ectives

implementing doing things #ell competence

improving doing things"etter

e>cellence

innovating doing ne# things pioneering

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*nvolves determining aims, o"ectives, and targets.

Bims general. A"ectives ! more precise. Targets specifying desired otcomes.

6inal stage is to select delivery method.

Devising a Learning Plan

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9any methods can "e sed for L(D. 9st have a frame#or$ for selecting method. Distinction "et#een andragogical 'self directed) and

pedagogical 'trainer driven) approaches.

Bnd "et#een individal and grop "ased learning.

An o" or off o"?

Gmplementing L?D Gnterventions

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This is inflenced "y the follo#ing

osts and "enefits. Transfera"ility of learning to #or$ sitation. /iHe of learner grop. Profile of learner grop. ltre, individal and organisational.

4oosing te 3ppropriate Metod

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*mportant as this ensres L(D is relevant, continos, integratedand aligned #ith organisation%s strategy.

5 levels of evalation

1. &eaction level immediate s"ective feed"ac$, e.g. li$e or

not.

2. *mmediate level measring otcomes in terms of

$no#ledge, s$ills and attitdes.

3. *ntermediate level assess impact of L(D on o"

performance.4. Cltimate level measre impact of L(D on organisational

performance.

5. &etrn on *nvestment.

Avaluating utomes

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The learning and development Gmodels% ..? Gedcation% Gorganisation%

3D4

ma!aer

"ear!er

3D4

ma!aer

"ear!er

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…alignment

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revie* …

/ome definitions of learning Different theories of learning Learning styles and individal learning Knowledge management, learning

organisations and Communities of Pratie .. !"e #ene$ts of learning in %soiet&' !"e learning and de(elo)ment )roess and

e(aluation *

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Some additional reerenes

3nderson C, 00:, t#e value of learning , 4GPD

Frookield S D, 19;8, ,nderstanding and facilitating adult learning

4ollield,

mp 14 learning ho

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