2. Big Picture
To ensure a competitive edge organisations need to
embrace the rapidly changing technologies in the
workplace. This, however, can make employees
obsolete. By focusing on the organisational culture
and encouraging a continuous learning cycle within
the organisation, the staff feel valued & more
inclined to actively contribute to continuous
improvement to further enhance the organisations
point of difference.
3. Benefits
This unit covers the skills and knowledge to determine
individual and team development needs and to
facilitate the development of the workgroup using
accepted adult learning & assessment methods.
6. Determine development needs
•Systematically identify and implement learning and
development needs in line with organisational requirements
•Ensure that a learning plan to meet individual and group
training and development needs is collaboratively
developed, agreed to and implemented
•Encourage individuals to self-evaluate performance and
identify areas for improvement
•Collect feedback on performance of team members from
relevant sources and compare with established team
learning needs
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7. Organisations and learning
An organisation is a group of people with a
common purpose, who come together to
pool their resources in order to achieve
business objectives.
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8. Organisations and learning
Strategies to meet today’s business challenges:
•Have a true customer focus
•Reduce the hierarchical structures and layers of
management
•Be prepared to respond and adapt
•Delegate authority and responsibility to lower levels of the
organisation
•Develop cross-functional teams
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9. Organisations and learning
Strategies to meet today’s business challenges:
•Manage quality, innovation and new technologies
•Constantly question, critically evaluate and continuously
improve
•Eliminate processes and procedures which do not
contribute to business goals
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10. What is a learning organisation?
Developing a Learning Organisation creates an
environment that supports the organisation to implement
strategies to meet these challenges
Learning organisations use learning to improve quality and
performance in an ongoing continuous process.
In a learning organisation, managers work toward creation
of a learning culture that encourages employees to avail
themselves of learning opportunities
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11. What do learning
organisations do?
Learning organisations
•Endorse workplace cultures which encourage people to question the
status quo
•Encourage experimentation and risk taking
•Constantly provide opportunities for individuals, teams and the
enterprise to develop new skills, competencies and experience
•Value learning
•Share information and knowledge
•Encourage individuals to challenge themselves and others
•Recognise that learning contributes to their ability to expand and shape
their own future
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12. What do learning
organisations do?
Paradigm shift
•The paradigm shift required here is to acknowledge
that learning and the growth of knowledge at all levels in
the organisation benefit the organisation as a whole
•Managers must learn to perceive training and learning
as an investment not as a cost in time and resources
(*paradigm: a set of assumptions, concepts, values, and practices
that constitutes a way of viewing reality for the community that
shares them, especially in an intellectual discipline)
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13. What is learning?
•Cognitive development asserts
that thinking depends on how a
person sees the world and
learning determines the ways in
which we act upon this.
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17. Determining learning needs
Desired Situation
Desired Situation
Organisational goals
Organisational goals
Future intentions
Future intentions
Employee consultation
Employee consultation
Training
and
Objective is to development:
close the GAP strategies
designed to meet
individual, team
Current situation
Current situation and organisational
Skills audit
Skills audit learning needs.
Training needs analysis
Training needs analysis
Employee consultation
Employee consultation
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18. Training needs analysis (TNA)
•Identifies the skills individual employees need in order to
be productive, relative to the organisation's quality control,
continuous improvement strategies and ability to operate
at optimum efficiency
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19. Training needs analysis (TNA)
It includes:
•Conducting a job analysis
•Breaking roles/ jobs down into their component parts
•Determining the specific competencies required to perform
the analysed tasks
•Assessing the current competency levels of employees
against the task components and required standards
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20. Competence and knowledge
KEY TERMS
•Competence is the ability to consistently perform a task,
under specified conditions, to an agreed standard.
•Skills audit is a systematic process intended to determine
the developmental needs of an organisation and the people
who work in it. It might be used to identify problems and
develop improvement strategies, particularly in the case
who work in it.
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21. Questions prior to skills audit
1. Are our goals realistic and achievable?
2. Do KPIs and KRAs match the goals?
3. Do processes need improvement?
4. Does current variation fit within the accepted parameters?
5. Are process designs in need of improvement?
6. Are current systems adequate?
7. Does quality need to increase?
8. Can productivity be increased?
9. Can waste be minimised?
10. Is resource use being maximise?
11. What innovations can or should be introduced?
12. What are our internal and external relationships like?
13. Are the individuals, teams and the organisation continuously developing their skills
and knowledge?
14. Do we reward and recognise new learning?
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22. Assessment of job competence
Assessment methods
– Formal or informal testing – verbal or written
– Performance evaluations/interviews based on KPIs
– Practical tests/demonstration/observation of work
performance
– Examination of work end-products
– Self-assessment/peer assessment/supervisor
assessment against performance criteria
– Evidence of formal qualifications and previous
measures
– Attitudes surveys
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23. Assessment of job competence
Testing
Evidence must be:
•Current
•Reliable
•Valid
•Consistent
•Fair
•Equitable
•Sufficient
•Accurately benchmarked
•Compatible with enterprise and industry standards
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24. Assessment of job competence
Generic skills testing
Includes:
•Innovations/creativity
•Flexibility/ability to adapt to new situations and new
technologies
•Critical thinking, problem solving
•Relations with workmates, management, customers/clients
•Self-expectations, self-management
•Knowledge/understanding of how learning occurs
•Ability to transform theories and facts into procedures
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25. Assessment of job competence
Generic skills testing
Includes:
•Interest in learning new skills
•Acceptance of responsibility
•Leadership abilities
•Understanding of and support for organisational goals
•Communication, interpersonal and information sharing skills
•Ability to cope with change, to accept change as a constant
and to use the opportunities presented by change
•Team participation
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26. Learning plans
Type of training On or off the job
Mentoring, coaching
Formal, informal
Target group Groups/individuals
Training needs
Level of competence Accredited or non-accredited
Venue In-house, on the floor, external
Verification of learning Assessment methods
Competency records
Facilitation Internal/external
Time frames Short or long term
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27. Learning plans
Design and development of learning/training programs
• Appropriate training materials
• Tailored learning to organisational needs
• Delivery, methodologies and techniques which enhance
learning of adults
• Suitable depth of industry expertise from trainers
• Demonstrated competence with regard to the
task/performance around which the training is based
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28. Coaching and mentoring
•Mentors are generally people within the organisation who
have expertise, access to organisational resources and the
ability to guide and advise employees in a wide range of
matters.
•Coaching is usually more task specific than mentoring.
Coaches focus on helping and guiding development in a
particular competency or area of growth.
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29. Targeted training
•Develop learning strategies: best methods to address
learning needs
•Difference between adult and compulsory learners:
ensuring training learner needs associating it to intended
use, past application and other learning situations
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31. Adult or post-compulsory learners Compulsory learners
learners. Targeted training who require direction
Prefer active learning and are often self-directed
Are passive learners
from others.
Need to know why they are learning and what the Do not necessarily learn things because of
relevance of the learning content is – why and how their relevance or projected use and generally
the learning will be useful. allow others to decide what learning is
important.
Find participatory learning most useful and prefer
to have some control over the learning content in Need to be taught how to learn and how to
order to decide the importance/priorities of apply knowledge for problem solving.
learning for themselves.
Do not require control over learning situations
Have a repository of expertise to which new Mostly take information at face value, without
learning can be added and seek to validate extensively questioning what are presented as
information against their theories / paradigms/ established facts.
knowledge.
Do not need to apply knowledge directly and
Wish to set their own pace for learning and have a do not have expectations regarding longer-
greater need for feedback during the learning term application of information.
process.
Start with a relatively “clean sheet of paper”
Are often task oriented, therefore expect they have less prior experience and fewer
knowledge to be immediately useful to them. fixed views that might inhibit or interfere with
new learning.
Can contribute past experience and diversity to
active learning situations, for the benefit of Have limited ability to actively contribute to
themselves and others. their own learning experience or that of others
Prefer instructional methods that provide variety.
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33. Develop individuals and teams
•Identify learning and development program goals and objectives
ensuring a match to the specific knowledge and skill requirements of
competency standards relevant to the industry
•Ensure that learning delivery methods are appropriate to the learning
goals, learning style of participants, and availability of equipment and
resources
•Provide workplace learning opportunities, coaching and mentoring
assistance to facilitate individual/ team achievement of competencies
•Create development opportunities that incorporates a range of
activities and support materials appropriate to the achievement of
identified competencies
•Identify and approve resources and timelines required for learning
activities in accordance with organisational requirements
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34. Why people learn?
Humans are natural learners who seek
knowledge and learning in many ways on
many occasions
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35. Why people learn?
•Needs and learning: Maslow’s Hierarchy of Needs
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36. Maslow`s hierarchy of needs
Maslow Reaching full potential
Human needs
Value, respect
Love/friendship
Freedom from threat
Food, water, shelter
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37. Learning barriers
•Psychological: personal, generally relating to past learning
experiences, perceptions of ability
•Situational: hearing, sight, coordination, learning
dysfunction, behavioral dysfunction
•Organisational barriers: factors or elements resulting from
structures, systems or the culture of the organisation within
which people work
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38. Why and how are the outcomes of
group situations valuable for
individuals, teams and the
organisation?
Group learning
•Bringing people together generates interest and
excitement
•A diversity of experiences and views will be present
and exchanged leading to quality learning
•Social cohesion makes learning more comfortable and
enjoyable
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39. Training methods
Consider:
•Demonstrations
•Role plays, games, simulations
•Discussions, presentations, brainstorming
•Case studies, problem solving/ analysis activities
•Field trips
•Assignments, project and reports
•Work-based learning – on the floor
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40. Essential elements
of learning
Effective learning requires:
– Instruction/ demonstration
– Development of procedures
– Practice/ repetition
– Constructive feedback
– Reinforcement
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41. Essential elements of
learning
Feedback
•Feedback shows learners when they are doing the
right or the wrong things.
•Feedback is a reciprocal process, in the feedback
process learners can ask questions, evaluate their own
progress and provide feedback to the trainer regarding
the training process, its relevance and progress
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43. Competency assessment
Assessment enables judgment of whether learning
has occurred and the stated or required training
objectives have been met.
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44. Competency assessment
Assessment techniques
•Observation of skills demonstrated in the training
workshops
•Observation of workshop participation levels
•Written or verbal testing – short answer tests, projects or
assignments
•Practical testing simulations in the training situation or
practical tests at work
•Supervisor, peer or self-assessments
•Other testing procedures agreed between trainers and
learners
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46. Monitor and evaluate
workplace learning
• Use feedback from individuals or teams to identify and
implement improvements in future learning
arrangements
• Assess and record outcomes and performance of
individuals/ teams to determine the effectiveness of
development programs and the extent of additional
development support
• Negotiate modifications to learning plans to improve the
efficiency and effectiveness of learning
• Document and maintain records and reports of
competency within organisational requirements
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47. Evaluation of training programs
Measuring training success
•It is necessary to evaluate specific programs and learning
situations.
•Post-training evaluation enables organisations to measure
learning success, to determine future training needs and
methods and to design and develop learning strategies that
will benefit the organisation
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48. Evaluation of training programs
Evaluating training
Determining the appropriateness and effectiveness of:
– The training objectives
– The content of the session
– The learning of participants
– The trainer’s skills
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49. Evaluation of training programs
Evaluating training
Asks the questions:
1. Was the learning successful?
2. How was it successful?
3. What does this mean for:
o The organisation
o The individuals involved
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50. Evaluation of training programs
Evaluation process will consider:
•Training objectives
•Content of the session
•Learning of participants
•Trainer`s skills
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51. Evaluation processes
Methods of collecting evaluation
•Questionnaires
•Feedback sheets
•Open forum discussions
•Small group discussions
•One-to-one feedback sessions
•Continuous review sessions
•Post-training surveys
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52. Evaluation processes
Evaluation information from stakeholders:
•Participants
•Trainers
•Supervisors
•Customers
•Coaches
•Mentors
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