Transcript HRD MANAGER: ROLES AND COMPETENCIES

LEARNING AND HRD
Jayendra Rimal
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Agree or disagree
o For learning to take place, the most important variable to
consider is whether the individual learner has sufficient
ability to learn what is being taught.
o In general, people learn best and remember the most
when they can spread out the time spent learning new
materials.
o Learning something to the point of “overlearning” is
generally a waste of time and should be avoided.
o If training has been effective then it really doesn’t
matter whether there is support in the work environment
or not.
o Trainers should always seek to match the type of training
delivery methods to the characteristics of the individual
being trained.
o Adult learners typically respond best to a lecture-style
approach to training.
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Learning
o Learning – a fundamental process and requirement of
capacity development characterized by a relatively
permanent change in behavior that occurs as a result of
one’s interaction with the environment.
o Aspects/Focus of learning:
- Change (acquiring new or modifying)
- Long lasting (recollection)
- Behavior, affect or cognition
- Individual’s interaction with the environment
o Capacity development – More ability to change and adapt or
adoption of new behavior or practices.
o Effective learning strategies and processes – A foundation
of effective HRD programs and practices thru:
– Individual learning
– Organizational learning
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Need for learning
o Learning to be effective – Improve the extent to
which the outputs meet the needs of the customers.
o Learning to be efficient – Improve the utilisation of
inputs in relation to the outputs
o Learning to expand – Increase or diversify activities to
meet further needs.
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How does learning occur?
o Association – The process by which two cognitions become
paired together (e.g “dozen” and “twelve items”). Some
principles that influence the learning of association:
– Contiguity: Association by experiencing objects together.
Learning a new language may involve pairing words with
pictures
– The law of effect: Behaviour followed by pleasurable
consequences. Congratulated by manager for carrying out
a productive sales call
– Practice: Repeating events will increase the strength of
the association. Working on a keyboard repeatedly will
help to increase the typing speed.
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Levels of individual learning
o Knowing about
– An awareness that something exists. (orientation)
o Understanding
– Mastery of the concepts and beyond.
o Acceptance
– Agreement to the underlying logic and holding of
consistent beliefs
o Ability to apply
– Successful use of new behaviours and performance
levels
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Maximizing individual learning
o Trainee characteristics
- Trainability
- Personality and attitudes
o Training design
- Conditions of practice
- Retention of what is learned
o Transfer of training
- identical elements
- General principles
- Stimulus variability
- Support in the work environment
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Trainability
o Trainability = f (ability + motivation + perceptions of the work
environment)
o Ability is the aptitude to perform the tasks at hand
o Motivation is effort, persistence or choice
• The way training is perceived
• Involvement in decision about training
• Manner in which individuals view own ability/skill weakness
• Need for achievement or competence
• Job involvement/experience of negative event prior to training
• Career advancement opportunities
• Expectancy of achieving desired outcomes
• Freedom of choice
• Characteristics of the organization
o The largest component of training costs are the trainees personal
costs (e.g. 20 employeesX10 days=200 work days)
o Substantial costs can be saved by selecting only trainable staff
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Personality and attitudes
o Personality - A set of personal characteristics that
account for consistent patterns of behaviour
- Dimensions: Extraversion; openness to experience
- Traits: Need for achievement; activity; independence;
sociability
o Attitude – A person’s general feelings of favorableness
or unfavorableness towards some stimulus object
- Career exploration
- Job involvement
- Expectations
- Trainee confidence
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Training design
o Conditions of practice
– Active practice (repeated performance of task)
– Massed versus spaced practice sessions
– Whole versus part learning
– Overlearning (longer retention)
– Feedback (enhances learning and retention)
– Task sequencing (subtasks taught in appropriate
sequence)
o Retention of what is learned
– Meaningfulness of material (association to job)
– Degree of original learning (effective initial
learning)
– Interference (pre and post training)
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Transfer of training
o Positive transfer – Better job performance
o Negative transfer – Poorer job performance
o Zero transfer – No effect on job performance
o Identical elements theory - Similar training and
performance situations, better transfer of learning
o General principles theory – Learning the fundamental
elements of a task ensures better learning
o Stimulus variability – Multiple examples of a concept
involving different practice situations
o Support in the work environment – Peer, supervisor &
organizational support (continuous learning work
environment) ensures transfer of learning
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Modes of learning
Action (OJT)
Concrete
Experience
Ability to change
Feedback
Active
Practice
experimentation
(Work related)
Commitment
to change
Analysis
(Case study)
Reflective
observation
Translation
Concept
(University education)
Abstract
conceptualization
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Modes of learning, contd…
o Concrete experience (CE)
- An intuitive preference for learning through direct
experience, emphasizing interpersonal relationships and
feelings as opposed to thinking.
o Reflective observation (RO)
- A preference to learn by watching and examining different
points of view to achieve an understanding.
o Abstract conceptualization (AC)
- A preference for learning by thinking about an issue in
theoretical terms
o Active experimentation (AE)
- A preference for learning something by actively doing it
and judging its practical value
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Learning styles
o Convergent
- A combination of abstract conceptualization (AC) and
active experimentation (AE) (thinking and doing) with a
focus on problem solving, decision making and practical
application of ideas.
o Divergent
- CE and RO (feeling and watching) emphasizing imagination,
an awareness of values and ability to generate alternative
courses of action.
o Assimilation
- AC and RO (thinking and watching) that stresses inductive
reasoning, integration of observations into explanations and
creation of theoretical models
o Accommodative
- CE and AE (feeling and doing) demonstrated by
accomplishment, executing plans and involvement in new
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experience
Learning strategies
o Rehearsal strategies
- basic learning tasks (repeating items on a list)
- complex learning tasks (underlining text, copying
notes)
o Elaboration strategies
- basic (forming a mental image)
- complex (taking notes, paraphrasing, summarizing)
o Organizational strategies
- basic (grouping information to be learned)
- complex (outlining articles, creating a hierarchy)
o Comprehensive monitoring strategies (self questioning)
o Affective strategies (increase alertness, relax, reduce
test anxiety)
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Individual differences in the learning process
o Different rates of trainee progress
– learning curves
o Attributes treatment Interaction (ATI)
- cognitive ability and motivation interaction
o Training of adults
- Pedagogy: instructional methodology for educating
children
- Andragogy: instructional methodology for educating adults.
assumptions: adults are self directed; knowledge and
experience; readiness to learn relevant tasks and motivated
to learn
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Learning curves
P
P
(Trainee 1) Time
(Trainee 2) Time
P
P
(Trainee 3) Time
(P=proficiency)
(Trainee 4) Time
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Organizational learning
o A process of continuous testing of experience and
transformation of that experience into knowledge accessible to the whole organization and relevant to its
core purpose.
o A process of coordinated systems change with
mechanisms built in for individuals and groups to
access, build and use organizational memory, structure
and culture to develop long term organizational
capacity
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Organizational learning, contd…
o Is there a continuous testing of experience?
- willingness to examine everything, structures for
testing, treatment of people spreading negative
information
o Is knowledge (capacity for effective action) being
produced?
-New capabilities, qualitative differences
o Is the knowledge shared?
- Accessibility to all
o Is the knowledge relevant?
- Usability, focus on core purposes
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Principles of organizational learning
o Need for a powerful and cohering vision of the organization
and its communication
o Need to develop strategy in the context of the vision
o Frequent dialogue, communication and dialogue
o Continuous re-examination and challenges of things that are
taken for granted
o Development of a conducive learning and innovative culture
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Types of organizational learning
o Single loop learning: Expectation-action-review-correction
process; improves the organization's capacity to achieve known
objectives; the organization learns without significant change in
its basic assumptions.
o Double loop learning: Expectation-action-review-re-evaluation/redefinition of expectation-correction process; the organization
learns something new about what has been achieved in the light
of changed circumstances and decides how this should be applied
o Adaptive learning: Adopting to environmental changes
o Generative learning: Going beyond just adapting to change, to
being ahead of and anticipating change; total reframing of an
organization’s experiences and learning
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Learning organization
o An organization that continuously improves by rapidly
creating and redefining the capabilities required for future
success
o An organization that is continually expanding to create its
future
o An organization which facilitates the learning of all its
members and continually transforms itself
o An organization that is skilled at creating, acquiring and
transferring knowledge and at modifying its behaviour to
reflect new knowledge and insights.
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Characteristics of learning organizations
o Presence of tension
- Gap between vision and reality, questioning/inquiry,
challenging the status quo, critical reflection
o Systems thinking
- Shared vision, holistic thinking, openness
o Culture facilitating learning
- Suggestions, teamwork, empowerment, empathy
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Characteristics of learning organizations
o Learning organizations are good at
- systematic problem solving
- experimentation
- learning from past experience
- learning from others
- transferring knowledge quickly and efficiently
throughout the organization
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Characteristics of learning organizations
o A learning organization has
– shared vision that enables to identify, respond to and
benefit from future opportunities
– enabling structure that facilitate learning
– supportive culture that encourages challenges to the
status quo and the questioning of established ways of
doing things
– empowering management that believes in devolved
decision making and team working result in improved
performance
– motivated work force that want to learn continuously
– processes and policies to encourage enhanced learning
for all
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Thank you !