Transcript Document

LEARNING AND DEVELOPMENT
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LEARNING AND DEVELOPMENT STRATEGY
Learning and
development
Organizational
learning
Individual
learning and
development
Knowledge
management
Self-directed
learning
Workplace
training
Learning
organization
E-learning
Formal
off-the-job
training
Blended
learning
Training
Management
development
Coaching and
mentoring
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STAGES IN PREPARING AND IMPLEMENTING A
PERSONAL DEVELOPMENT PLAN
Assess current
position
Implement
Set goals
Plan action
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SYSTEMATIC TRAINING MODEL
Identify training needs
Define learning requirements
Plan training programmes
Techniques
Facilities
Locations
Trainers
Implement training
Evaluate training
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CONDITIONS FOR EFFECTIVE LEARNING
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Provide an organizational environment in which learning is regarded
as important.
Individuals must be motivated to learn.
Standards of performance should be set for learners.
Learners should have guidance.
Learners must gain satisfaction from learning.
Learning is an active, not a passive process.
Appropriate techniques must be used.
Learning methods should be varied.
Time must be allowed to absorb learning.
The learner must receive feedback to reinforce desired behaviour.
Recognize that people learn in different ways.
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THE LEARNING CURVE
The learning curve as illustrated below expresses how over time a learner reaches the experienced
worker’s standard (EWS)
EWS
Performance
Time
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LEARNING STYLES: HONEY AND MUMFORD
• Activists – like new experiences and challenges.
• Reflectors – collect data, think about it and then come to a
conclusion.
• Theorists – adapt their observations on the basis of logical
theories.
• Pragmatists – try new ideas and practices to make sure they
work.
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ORGANIZATIONAL LEARNING DEFINED
‘Organizational learning refers broadly to an organization’s
acquisition of understanding, knowhow, techniques and practices
of any kind and by any means.’
Source: C Argyris and D A Schon, Organizational Learning: A theory of action perspective, AddisonWesley, 1996
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CONCERNS OF ORGANIZATIONAL LEARNING
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How individual and team learning can be turned into an
organizational resource.
How effective systems for linking individual and organizational
learning can be developed.
How organizational capability can be increased by making the
best use of the ‘hidden learning’ that individual and communities
of practice acquire.
The concept of organizational learning is therefore closely linked to
the concepts of knowledge management and intellectual capital.
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THE PROCESS OF ORGANIZATIONAL LEARNING
Organizational learning has been described as an intricate three-stage process consisting of knowledge
acquisition, dissemination and shared implementation.
Source: M Dale, Learning organizations, in Managing Learning, ed C Mabey and P Iles, Routledge, 1994
Argyris suggests that organizational learning occurs under two conditions:
1.
When an organization achieves what is intended.
2.
When a mismatch between intentions and outcomes is identified and corrected.
He distinguishes between:
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single-loop learning, in which expectations are defined and monitored and corrective
action is taken as necessary to complete the loop;
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double-loop learning, in which the monitoring process indicates that expectations
need to be redefined and corrective action is taken to ensure that these amended
expectations are met.
Source: C Argyris (1992) On Organizational Learning, Blackwell, Cambridge, MA
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SINGLE AND DOUBLE LOOP LEARNING
Define expectations
Take action
Plan corrective
action
Monitor and review
Single-loop learning
Re-define expectations
as necessary
Double-loop learning
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THE LEARNING CYCLE
Questioning
Exploring with others
the outcomes and
behaviour required
Reviewing and
consultation
Agreeing
Consider broader
implications and changes
Working with others
to explore learning
needs
Implementation
Modelling
By all parties meeting their
part of the agreement
Identifying with other types of
learning opportunities
Negotiation
To agree rights and
opportunities to support
change
Source: New Learning for New Work Consortium, Managing Learning for Added Value, IPD, 1999
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THE LEARNING ORGANIZATION DEFINED
Senge, who originated the concept, defined a learning organization as
one ‘where people continually expand their capacity to create the results
they truly desire, where new and expansive patterns of thinking are
nurtured, where collective aspiration is set free, and when people are
continually learning to learn together’.
Source: P Senge, The Fifth Discipline: The art and practice of the learning organization,
Doubleday, 1990
A more down to earth definition was produced by Pedler, Burgoyne and
Boydell, who stated that a learning organization is one ‘which facilitates
the learning of all its members and continually transforms itself’.
Source: M Pedler, J Burgoyne, and T Boydell, The Learning Company: A strategy for sustainable
development, McGraw-Hill, 1991
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PROBLEMS WITH THE CONCEPT OF THE LEARNING
ORGANIZATION
The notion of a learning organization is nebulous. It incorporates
miscellaneous ideas about human resource development, systematic
training, action learning and knowledge management. But they do not add
up to a convincing whole that can be put into operational practice.
As Burgoyne*, one of the earliest advocates of the concept notes: ‘The
learning organization has not delivered its full potential or lived up to all
our aspirations.’ He also noted that there are few if any case studies of
success with the idea on a large scale.
* Source: J Burgoyne, Design of the times, People Management, 3 June 1999
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TRAINING NEEDS ANALYSIS: IDENTIFYING THE TRAINING
GAP
What is
Training gap
What should be
Actual performance
levels
Performance levels
required
Knowledge and skill
possessed
Knowledge and skill
required
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IDENTIFYING TRAINING NEEDS MODEL
Corporate
Business
plans
Human
resource plans
Function
Training
surveys
Individual
Performance
reviews
Job and role
analysis
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IDENTIFYING PERSONAL DEVELOPMENT NEEDS
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Part of performance management process.
Conduct analysis – related to work and the capacity to carry it
out effectively.
Base analysis on what people do, what they have achieved,
what knowledge and skills they have, and what knowledge and
skills they need.
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SATISFYING PERSONAL DEVELOPMENT NEEDS
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Planned use of internal learning resources, eg e-learning,
library.
Seeing what others do – benchmarking best practice.
Involvement in other work areas – job enlargement.
Project work.
Learning from a mentor (role model).
Training courses.
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EVALUATING TRAINING
Four levels of training evaluation have been suggested by Kirkpatrick:
Level 1, Reaction – At this level, evaluation measures how those who participated in the training have
reacted to it. In a sense, it is a measure of immediate customer satisfaction.
Level 2, Evaluating learning – This level obtains information on the extent to which learning objectives
have been attained. It will aim to find how much knowledge was acquired, what skills were developed
or improved, and, as appropriate, the extent to which attitudes have changed in the desired direction.
So far as possible, the evaluation of learning should involve the use of tests before and after the
programme – paper and pencil or performance tests.
Level 3, Evaluating behaviour – This level evaluates the extent to which behaviour has changed as
required when people attending the programme have returned to their jobs. The question to be
answered is the extent to which knowledge, skills and attitudes have been transferred from the
classroom to the workplace.
Level 4, Evaluating results – This is the ultimate level of evaluation and provides the basis for
assessing the benefits of the training against its costs. The evaluation has to be based on ‘before and
after’ measures and has to determine the extent to which the fundamental objectives of the training
have been achieved in areas such as increasing sales, raising productivity, reducing accidents or
increasing customer satisfaction.
Source: D L Kirkpatrick, Evaluating Training Programmes, Berret-Koehler, 1994
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MANAGEMENT DEVELOPMENT DEFINED
Management development contributes to business success by
helping the organization to grow the managers it requires to meet
its present and future needs.
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AIMS OF MANAGEMENT DEVELOPMENT
• To ensure that managers understand what is expected of them;
agreeing with them objectives against which their performance
will be measured and the level of competence required in their
role.
• To identify managers with potential, encouraging them to
prepare and implement personal development plans and
ensuring that they receive the required development, training
and experience to ensure that they are capable of taking on
more demanding higher-level responsibilities in the future. To
provide for management succession, creating a system to keep
this under review.
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APPROACHES TO MANAGEMENT DEVELOPMENT
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Personal development planning.
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Development on the job – coaching, counselling, mentoring and
feedback.
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Development through work experience – job enlargement, job
enrichment, special projects.
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Formal training.
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Self-development – self-managed learning.
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CAREER MANAGEMENT DEFINED
Career management is the process of career planning and
management succession.
Career planning shapes the progression of people in an
organization according to organizational needs and assessments
of the performance, potential and preferences of individual
employees.
Management succession planning takes place to ensure as far
as possible that the organization has the managers it requires to
meet future business needs.
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AIMS OF CAREER MANAGEMENT
1.
To ensure that the organization’s needs for management
succession are satisfied.
2.
To provide men and women of promise with a sequence of
experience, supplemented but never replaced by training,
that will equip them for whatever level of responsibility they
have the ability to reach.
3.
To give individuals with potential the guidance and
encouragement they need if they are to fulfil their promise
and achieve a successful career within the organization in
line with their talents and aspirations.
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THE PROCESS OF CAREER MANAGEMENT
Career dynamics*
Career management policies
Demand/supply forecasts
Potential assessment
Succession planning
Recruitment
Career planning
Induction training
Self-assessment
Management
development
Career
counselling
Mentoring and
coaching
Management
training
Career progression
* How career progression takes place in the organization
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