The document discusses training and development in organizations, emphasizing the importance of fostering a learning culture to enhance employee engagement and adaptability. It outlines key components for building a learning organization, including developing a shared vision, empowering employees, and adopting flexible structures and strategies. Additionally, it addresses challenges in training effectiveness, the necessity of assessing training needs, and evolving roles of training managers as facilitators of change.

1. Training &Training &
DevelopmentDevelopment
Towards Building a LearningTowards Building a Learning
ORGORG..

2. TRAINING, EDUCATION AND
DEVELOPMENT
 Training
Skills, knowledge, the "affective" – attitudes, values
and beliefs.
 Leading to desired changes in behaviour
 Education
Institutional process includes qualifications up to &
incl. degrees. Major contributor to personal
development. Direct & indirect enhancement of
knowledge, ability, character, culture, aspiration &
achievement.
 Development
Primary process - positive or negative. Individual (&
organisation?) adaptation to achieve potential.
Become more complex, elaborate, settled, aware,
differentiated & autonomous

3. LEARNING?
 Learning is a major process of human adaptation
 It is a continuous process, occurring as we make sense of
changes in environment
 A great deal of our learning is driven by social activity
 Learning is affected by person’s characteristics (culture,
creativity, ability, EQ, confidence

4. WHY LEARNING MATTERS
 Learning enhances the adaptive capacity of an
organization – its ability to respond quickly and
flexibility to changes in its operating environment
 A poor fir between an organization’s strategy and
culture causes the benefits of learning to be diffused
 A powerful way to promote and establish a positive
culture in which employees are engaged and
committed to making the organization successful
 Creating a positive learning culture supervisors,
managers and HRD practitoners can deliver
considerable strategic value to their organization

5. CONDITIONS FOR LEARNING
ORGANIZATION
Freedom to
learn
Supportiv
e
Environm
ent
Sense
of
purpose

6. DEVELOPING A LEARNING
ORGANIZATION
 DEVELOP the vision (one that is believed by all
employees)
 SHARE the vision (Conviction & consistency,
integrated binds team)
 EMPOWER employees (facilitative style of
management, coaching culture)
 LEAD by Example (culture experienced through the
behaviour of front line managers)
 ENCOURAGE Networks (facilitate flow of info across
org. Boundaries such that ideas, expertise and
resources are pooled rather than duplicated or
ignored)
 ALIGN policies and systems (to match culture)

7. MORE HRM AND INGREDIENTS OF A
“LEARNING ORGANISATION”
• Adopt a Learning Approach to Strategy
• Internal Exchange (Client-Server
relationships)
• Reward Flexibility
• Roles and flexible, matrix structures
• Boundary workers as intelligence
agents
• Company-to-company learning
• Self-development opportunities for all

8. LEVELS IN LEARNING (SEE TABLE 4)
 LEVEL 0 – MAINTENANCE – React to events
 LEVEL 1 – PERFORMANCE – Respond and solve
 LEVEL 2 – CHANGE – Understand and reframe
 LEVEL 3 – AGILITY – Shape events and Anticipate

9. LEARNING
INTERVENTIONS (SEE TABLE 5)
 SELF DIRECTED
 COACH
 MENTOR
 COUNSELLOR
 FACILITATOR
 CHANGE AGENT
 MIRROR
 KNOWLEDGE BROKER
 CHANGE ARCHITECT
 CULTURE ANALYST

10. THE LEARNING WHEEL

11. FEATURES IN LEARNING & TRAINING
 See table 3

12. TRADITIONAL TRAINING TECHNIQUES
 FORMAL CLASSROOM
 COMPUTER BASED
 E-LEARNING
 SHADOWING
 JOB ROTATION, SECONDMENT,
 ACTION LEARNING/EXPERIENTIAL
 CONFERENCES/SEMINARS/EVENTS &
WORKSHOPS
 ON THE JOB (observation)

13. WHEN DOES TRAINING FIT IN?
 CRITICAL INFORMATION MUST BE IMPARTED
 CHALLENGES ARE SO COMPLEX EMPLOYEES
ARE UNLIKELY TO MASTER ON THEIR OWN
 STAFF INDUCTION
 DEVELOPING ESSENTIAL IT SKILLS
 DEVELOPING ESSENTIAL ENGINEERING
SKILLS
 PRESENTATION
 AND LEADERSHIP SKILLS

14. General Model for Training Interventions
Learning
needs &
outcomes
- individual
& group
Training
Content
Methods
of delivery,
learning opps
& materials
Programme
and
implementation
Learners
on
completion
Assessment & test criteria - validity, reliability & utility
Organisational & trainee feedback
Environment of change
Learning for knowledge,
competence & creativity
•Return to job
•Transfer of learning
to performance
•Has training solved the problem?
Symptoms
Learning Contract

15. COMPETENCE, EXPERIENCE &
THE JOB
 a composite of knowledge & behaviour/skill
comprising ability to do something to a defined
level in a performance situation
 Existing staff may be competent or less than
competent.
 Perceived gaps in mastery of performance.
 The organisation may urge enhanced
competence.
 Can the organisation reward enhanced
competence?

16. ORGANISATIONAL EXPECTATIONS
 Preparation to enable new technology & empower
 adapt & learn new skills, continuous occupational
development
 Learning for TQM, flexibility, multi-skilling &
shifts in management style, Project focused
 Empowerment
 Flatter project/team structures.
 less supervision, set own objectives, self monitoring and
corrective action
 Manage interfaces & delight customers - external &
internal

17. DISAPPOINTMENT WITH “TRAINING
SERVICES AND SCHEMES”
 Much talk, expenditure & effort in training
 Many initiatives and events
 Evidence of outcomes and value for money: from
training events, coaching, secondments, learning
from experience (success & failure) & role models.
Yet, T&D strategies often disappoint. Why?
 What determines & influences training effectiveness?
 How do training needs become apparent?
 What factors hinder/help investment in T&D?
 Training as a strategic issue?

18.  Industry or corporation awareness
 Leadership skills
 Interpersonal-relationship skills
 Technological literacy
 Problem-solving skills
 Confrontational
 Guardian of Values, Fairness and Equity
Training Manager - Service provider or change agent?

19. TRAINING MANAGER
 Adopt a Performance Consulting Strategy
 Measure Results to See Impact
 Training Delivery Systems Are in Transformation
 Your Customer Is the Individual Employee
 Training is Delivered Just-in-time, as Needed

20. TRAINING POLICY & PROGRAMMES
 recruitment,
 redundancies
 redeploymen
t
Mission
Staffing plan
Skills audit
Performance review
Development action
Demand for skills
Data for audit
Data to integrate
individual &
organisational needs
Know-how for
competitive advantage &
performance
Skill gaps
Development
needs
Current
performance
Improved capability,
competence + motivation
Training, seminars, delegation,
coaching, private study, day
release, learning company, IIP
Business Strategy & Training

21. ANALYSING TRAINING
NEEDS?
 Blanket/Comprehensive or Selective
 Who does it? HRD, SUPERVISOR? MANAGER?
 Define needs, objectives, frequency, difficulty, performance standards & measurements
 Brief/train all according to level.
 Job curriculums - ALL or SOME job facets: skills, knowledge & attitudes for tasks/situations
 New legislation - OSHA, strategy/policy drive.
 Identify
 key tasks and problems/difficulties
 competencies to handle it.
 learner involvement + individual & group needs
 best learning approach, training media & methods
 Is a training solution vital for performance?
 Self-organised learning: opportunity or cop-out?

22. KIRKPATRICK’S POST TRAINING

23. KIRKPATRICK’S FOUR LEVELS

24. HOW DO WE MEASURE LEARNING -
DEGREE OF BEHAVIOUR CHANGE?
 Compare - performance & progress between
individuals
 Against established norms or standard levels of
performance/progress for specific applications
 Assess/test- individual progress & performance

25. GENERIC, CORE/KEY SKILLS (OPEN
CAPACITIES )
 TRANSFERABLE across jobs/or tasks
 awareness, investigation, observation/reflection, analysis &
learning
 decision-making/problem-solving, creativity & evaluation
 communication & social skills, interacting/working with others,
influencing
 numerical & information oriented skills plus IT abilities
 CRITICAL SUCCESS FACTOR COMPETENCES
 OCCUPATIONAL COMPETENCIES (CVQ)
 BOYATZIS : THRESHOLD COMPETENCIES &
CLUSTERS FOR MANAGEMENT

26. BOYATSIS - SEVEN THRESHOLD
COMPETENCIES
 Use of unilateral power - forms of influence to
gain compliance
 Accurate self-assessment - realistic/grounded
view of self, strengths & weaknesses/limitations
 Positive regard - basic belief/optimistic in others
 Spontaneity - free/easy self-expression.
 Logical thought - orderly, sequential, systematic
 Specialised knowledge - usable facts, frameworks,
models
 Developing others - helping, coach, feedback skills,
facilitating, supporting
(1982, The Competent Manager, Wiley)

27. BOYATZIS - CLUSTERS OF MGT
COMPETENCE
 Goal & action management cluster
concern with impact, diagnostic use of concepts,
efficiency orientation, proactivity
 Leadership
conceptualisation, self-confidence, oral presentation
 HRM
use of socialised power, managing group processes
 Focus on other clusters
perceptual objectivity, self control, stamina & adaptability
 Directing subordinates
Threshold competencies - developing others, spontaneity,
use of unilateral power

28. NATIONAL VOCATIONAL
QUALIFICATIONS
 UK 1986: desire for a skilled, flexible workforce ›› ›› NCVQ + NVQs +
TTNVQ = CVQ based on
 National Occupational Standards = performance standards developed
by employer-led NTA
 what competent people in the occupation are expected to be able to do
 main aspects of an occupation
 best practice & ability to adapt
 knowledge-base underpinning competent performance.
 CVQ in schools (but A Level "gold standard")
 qualifications.

29. UNDERPINNING
PRINCIPLES – CVQ
APPROACH
 Open access. No artificial barriers to training
 Focus on what people CAN DO > learning for
qualifications (process & time) + APL
 uniform standards (devised by industry lead bodies) - no
rival qualifications.
 flexibility & modularisation + a learning contract
 assessment principles - portfolio & work-based (demos at
work or simulations).
 Time to complete. Criteria = “currency”.
 assessment by qualified (CVQ’d) assessor

30. DIFFERING VIEWS
ON NVQS
“Enormous potential for the health of the
nation & the creation of a learning society”.
Sue Slipman, a lead body representative, 1995
“A disaster of epic proportion”
Prof. Ian Smithers,
Brunel University,
Channel 4 documentary, 1993

31. Winning
Organisations
must move
from being just
Learning
Organisation
to being a
Teaching
Organisation….

32. TRENDS IN TRAINING
 ROTI
 PLAR
 Certification as a job requirement.
 Selling job competence. Strong CV. Career progression, job
change, employee independence & life long learning
 CPD stress - compulsory, evidence-based continuous
“professional” up-dating (ACCA, PMP, SPHR)
 Cross Training
 "Multiskilling"
 NLP