TRAINING AND DEVELOPMENT

What is Training?
 Training is often seen as something
that is work related
on-job training
off- job training
or employment training schemes.

 Training must have some aim and

objectives, structured contents and
evaluation.
Cont….
 In training today there should be a
combination of active participation and
information giving.
 Many traditional centers of skills training
have disappeared and been replaced by
distance learning resource centers, line
manager coaching and special
motivational training events off-site.
 In future perhaps even the term ‘training’
will disappear and be replaced by words
with an emphasis on ‘learning’ or
‘development’.
Learning Organization
 A learning organization responds to the
demands of both the organization and the
individual learner.
 The organization itself learns not only from its
past errors, but also from its past success.
 The rewards for individual success are high
and the risk of failure are low.
 Encourages people to try something new.
 Individuals are empowered to do their jobs
well and creatively.
Cont…
“Organizations learn only through individuals
who learn”
(MIT Professor Peter Senge)

Individuals with this freedom are more committed

to their jobs, take more initiative, and have a
broader sense of responsibility in their work.
In learning organization, business managers and
training professionals work together for a
common purpose.
Knowledge management
KM is about ways to capture the accumulated wisdom
of employees, the benefits of their experience, and
the lessons to be learned from their mistakes. It is
also about storing all this knowledge in secure,
reliable ways that provide easy context-useful
access to it.
KM systems are not about technology but rather are
enabled by technology.
KMS are ways to capture experience from a wide
range of people within the organization
This emphasis on learning, knowledge and change
means that training efforts are increasingly tied to
seeing that problems and opportunities are
addressed in a new way
Characteristics of Learning
Organization
 There is a shift of emphasis from trainer
to learner ownership
 The whole range of learning opportunities
within an organization is recognized
 Managers are encouraged to develop
coaching, mentoring and assessing skills.
 Additional learning opportunities are
created.
How to Create a Learning Organization
Stage 1

Identify what currently exists: who has received

training, what qualifications have been taken,
what T&D structure is already in place within
the company
Identify what resources, facilities, budgets are
available
Also benchmark: how are other companies
organized?
How to Create a Learning Organization
Stage 2

Identify the opportunities within the working

environment for coaching, mentoring and on-
job training assessment.
Match this back to stage 1; are managers trained
to coach, mentor and assess?
How to Create a Learning Organization
Stage 3

Identify pilot potential and a starting point: who

is learning what; what are the success
criteria, implications on the budget, training
requirements?

Stage 4

Create an internal marketing plan, identify how

to promote the concept, who to involve.
How to Create a Learning Organization
Stage 5

The process starts, encourage people to take

part, look at the big picture across the
organization.

Stage 6

Review the plots: Identify how it matches the

success criteria.
Integrating Training Goals with
Organizational Goals

Training resources, like other resources, are

limited.
While it is difficult to measure learning and its
organizational impact, the premise is made that
training program that contribute to organizational
goals can be linked to tangible outcomes of some
sort. Tangible outcomes could include an increase
in sales, reduced turnover, or higher production
level.
Training Strategies
1. Strategic training
Training plans takes into account long term
organizational goals and objectives.

2. Informational training
It is based on the needs to give the workforce
information about the organization.

3. Operational training
it related to the day to day operations of an
organization and are directly related to an
employee's job.
Designing A Training Programme
 The initial idea
The key skill is the ability to design a training or
learning programme.stages are below;

Create the idea

Identify client needs

Design of the programme

`
Productions of materials

Delivery of programme

Review and evaluation

 Linking Training To Business
Objectives`
 Design of the learning solution
 Research
 Setting the parameters
 Learning media for training
programmes
Adults as learners
 Adults learn more effectively
 They need self directed learning
 They have larger volume and quality
of experiences
 Readiness to learn
 Orientation to learning
`
Ingredients for successful learning
 The programme itself
 The communicators
 Administration
 Learning environment
Evaluation
 Levels of evaluation (Kirkpatrick,
1975)
 Reaction
 Learning
 Behavior
 results
Evaluation Methods
 Test (pre and post tests)
 Oral examination, written
examination,, essay tests, objectives
tests, and norm related test.
Learning Styles
One of the most important factors in the
design and delivery of training is
understanding how people learn.
As a trainer one should recognize and take
account of the differences between people’s
preferred styles of learning.
What are learning Styles?
Initial research undertaken by David Kolb
identified an ‘Experiential Learning Model’
It has four phases
First phase is described as Concrete experience,
And the second as Reflective observation, in
which the learner rethinks through what has
Occurred. The third phase is Active
experimentation, when the learner examines
possible solutions or behaviors. In the last stage new
learning is integrated into Conceptual framework & then
develop their own implementation plans
The Experiential Learning Model
This process is cyclical.

Concrete experience

Implementation Divergence
Abstract Reflective
Conceptualization observation

Convergence Assimilation

Active experimentation
Learning Styles Questionnaire
(Peter Honey &Alan Mumford)

By undertaking this questionnaire learners

identify whether they are:
 Activists
 Reflectors
 Theorists
 Pragmatists
Activists
Enjoy new experiences and opportunities
from which they can learn. They enjoy being
involved, are happy to be in the limelight &
prefer to be active rather than sitting and
Listening.
Reflectors
Prefers to observe, think and assimilate
information before starting. They prefer to
reach decisions in their own time and do not
like to feel under pressure.
Theorists
Like to explore methodically; they think
problems through in a step-by-step logical
way and ask questions. They tend to be
detached and analytical.
They like to be intellectually stretched and
feel uncomfortable with lateral thinking,
preferring models and systems.
Pragmatists
Like practical solutions and want to get on
and try things. They dislike too many
theories. They like to experiment and
search out new ideas that they want to try
out. They act quickly and confidently, are
very down to earth and respond to
problems as a challenge.
Importance
Knowing and understanding the implications
of learning styles is very important in
structuring the learning.
It can help to identify the most effective
route;
(on-job training, coaching, practical experience or
distance learning)
It can also be used to help people overcoming
learning difficulties.
Designing Training to meet People’s
Needs
The very skilled trainer is able to design the
training experience to meet the needs of booth
the client and the learner.
The trainer should have the ability to identify
together with the client the strategic overview and
the business objectives and required outcomes
from the training.
Thinking Creatively
you must have heard of the expression ‘ left
brain/ right brain’.
Each hemisphere of the brain has a preferred way of
operating, the left side being far better at performing
logical, analytical tasks which require step by step
logical progression, while the right brain in contrast, is
much better at free-flowing thought, seeing the
overview and likes color, pictures and shapes and sees
connection between things.
We need not to be totally left-brained or right-brained:
we can be ‘whole-brained’
Left-brained trainer may methodically write
down all the steps needed to lead a group
through to reach a conclusion.
Right- brained trainer may have less patience
with a group of left-brained learners, who may
be taking notes, asking questions or
challenging the process.
Trainers’ combined style should match the
preferred style of the group
Within the learning experience there are a
number of ways that you can encourage
people to think creatively;
 brainstorming

 mind mapping

Trainers need to help delegates not only to

explore ideas but also to look at the practical
application back in the work place.
Designing a training Programme
Create the Idea

Identify Client needs

Design of the Programme

Production of Materials

Delivery of Programme

Review and Evaluation

Understanding learning philosophy
The two primary learning philosophies are:
Pedagogy:
Pedagogy is derived from the Greek words “ped”,
meaning “child”, & “agogus”, meaning “leader of”.
Therefore, pedagogy literally means the science of
leading children.
Andragogy:
Andragogy is described as “the art & science of
helping adults learn” & can be viewed as the
antithesis of the pedagogical approach.
Metaphors to Explain the
Learning Process
We suggest that there are three metaphors of learning
that may be of value in seeking to understand trainers
role in the learning process
 Jug and Mug:
This approach to training is essentially a pedagogical
approach. The trainers are viewed as the foundation of
knowledge, the subject matter. The trainees will have
limited involvement and are generally not expected to
question the content.
This approach can be used in the training activities related
to explaining policies and practices of the organization.
Cont…
 Potter and Clay:
This is concerned with shaping the behavior and attitudes
of learners. This metaphor is linked to the Jesuit maxim:
“Give me a child before seven years and I will train him for
life”.
This can be considered as a form of brainwashing, in which
trainer know what is best for the trainee and he sets out to
achieve it.
Cont…
 Gardner and Plant:
This metaphor is learner-centered, where trainer take on
the role of facilitator. The task here is to assist, realize,
enable and promote the natural potential for learning
that the trainee possesses.
This type of learner-centered learning will lead to
significant, lasting and pervasive learning because the
learner is involved.
Processes
The terms “approaches to learning” or “methods
of learning” can be used to described the types of
decisions that you will be required to make when
you design training activities.
The term “process” has another meaning; it can
refer to the internal process that a learner
experiences during learning.
Cont…
People can learn in the following different ways:
 Learners can be taught

 Learners can be instructed

 Learners can experience

 Learners learn from trial and error

 Learning can be based on observation and

perception
Learning Outcomes
Knowledge of what learners are supposed to learn,
and ensuring that it is known and understood, are
vital components of the learning process.
Two types of learning outcomes are relevant:
 Vertical: learning how to do what the learner

can already do, better, differently or to a higher

Standard. We label it vertical learning because the
learner is simply increasing or building on a current
level of competence.
Cont…
 Horizontal: learning to do something new or
different from a learner’s existing capabilities. We
label this is as horizontal learning because the
learner’s view of the world is being extended.
Laws of Learning
 The Law of Intensity states that the rate of
learning is more rapid when material is organized
into meaningful relationships.
 The Law of Contiguity in a learning situation
refers to nearness in time.
 The Law of Exercise means that the trainee
is exercising what has been learnt.
 The Law of Effect states that a response leading to a
satisfying result is likely to be learned, whilst a response
leading to an unsatisfying result is likely to be extinguished.
 The Law of Facilitation and Interference occurs
where one act of learning assists another act of learning.
Silverman’s Nine Principles of
Learning theory
Silverman (1970) formulated nine core principles of
learning.
 Learners learn from what they actively do
 Learning proceeds most effectively when the
learner’s correct responses are immediately reinforced-
effective feedback
 The frequency with which a response is reinforced
will determine how well the response will be learned
 Practice in a variety of setting will increase the range
of situation in which learning can be applied
Cont…
 Motivational conditions influence the effectiveness
of rewards and play a key role in determining the
performance of learned behavior
 Meaningful learning (learning with understanding)
is more permanent and more transferable than rote
learning
 People learn more effectively when they learn at
their own pace
 There are different kinds of learning and these
may require different training processes.
Kingsland’s Approach to Learning
Based on this theory; learning is a combination of
cognitive (thinking), affective (feeling) and behavioral
(doing) components:
 Cognitive learning is related to aspects of behavior,
which we might call “insight”. Cognitive learning is
concerned with various aspects of knowing, such as
perception, memory, imagination, judgment,
reasoning and problem-solving.
 Affective learning concerns the involvement and
response of individuals within the learning process so
that they perceive the interaction as being conductive
to their commitment.
Cont…
 Behavioral
In characterizing human behavior, it is conventional to
refer it in terms of stimulus and response. The stimuli
are very often external to the individuals, but they
may also be internal.
Adult Learning Styles
Kingsland’s Personality Spectrum
Kingsland developed a personality spectrum that
illustrates the learning styles of individuals with the
overlapping of feeling, doing and thinking. He refers to
these areas simply as A, B or C
 C
Think

Feel Do B
A

Source: Kingsland (1986)

Kingsland’s Personality Spectrum
This spectrum is further developed to produce seven
combinations or different styles of learning:
1. Reactive
2. Proactive
3. Holographic
4. Adaptive
5. Communal
6. Functional
7. Molecular
 C – Experimental
adaptive

HARMONIC
DELIBERATIVE
molecular
functional
INSPIRED
holographic
A – Responsive B – Reactive
communal ENERGISED activity
proactive
Kolb’s Learning Style Theory
Kolb formulated a theory of learning by identifying four
learning styles arranging them into a model.
He identified four learning styles, defined as:
 The diverger combines concrete experience and
reflective observation and can consider situations from
many perspectives.
This style characterized many human resource managers
 The converger combines abstract conceptualization and
active experimentation and favours the practical application
of ideas.
This style is often found amoung engineers
Kolb’s Learning Style Theory
 The assimilator combines abstract conceptualization
and reflective observation and has strength in inductive
reasoning and creating theoretical models.
This type of learner can be found in research and planning
department.
 The accommodator combines concrete experience and
experimentation and is a risk-taker who excels in carrying
out plans and experiments.
This type of learner characterises many of those who work
in marketing or sales department.
Cont…
An important development of Kolb’s(1979) work is the
Learning Style Inventory (LSI), which he describes as
“a simple self-description test, based on experiential
learning theory”. It is designed to measure the
learner’s strength and weakness as a learner in each of
the four stages of the learning processes:
 Concrete experience
 Reflective observation
 Abstract conceptualization
 Active experimentation
Kolb’s Learning Style Classification

Concrete experience

Active Reflective
experimentation observation

Abstract conceptualization
Honey and Mumford’s
Learning Styles
Honey and Mumford propose the following learning
Styles:
 Activists: They thrive on the challenge of
experiences but are relatively bored with implementation
or longer-term consolidation. Activists are the life and
soul of the Party
 Reflectors: like to stand back and ponder on
experiences and observe them from different
perspectives. They collect data and analyse situation
before coming to any conclusion.
cont…
 Theorists: are keen on basic assumptions,
principles, theories, models and systems thinking.
Theorists like to arrange disparate facts into coherent
theories, and tidy and fit them into rational schemes.
 Pragmatists: they positively search out new ideas
and take the opportunity to experiment with
applications. Pragmatists respond to problems and
opportunities “as a challenge”.