2. By the end of the session, the learners will be able to:
Explain what a learning organisation is,
Explain systematic approach to training.
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3. Training is the systematic application of formal
processes to impart knowledge and help people to
acquire the skills necessary for them to perform their
jobs satisfactorily (Armstrong, 2012).
Training refers to an organized activity aimed at
imparting information and/or instructions to improve
the recipient's performance or to help him or her attain
a required level of knowledge or skill (Business
Dictionary, 2014).
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4. Development can be defined as systematic changes and
continuities in the individual that occur between
conception and death, or from “womb to tomb”
(Sigelman & Rider 2010).
Development is the growth of people’s knowledge and
capabilities and the increasing fulfilment of their
potential, through a range of learning experiences.
Development refers to the stages that one goes through
in life or in career which is often thought of as change in
roles. These stages in development can be biological
(aging); psychological (maturing); or socio-cultural
(change in roles, life or career events/problems etc).
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5. ‘A learning organisation is one that facilitates the
acquisition and sharing of knowledge, and the learning
of all its members, in order continuously and
strategically to transform itself in response to a rapidly
changing and uncertain environment, and to develop
and refine the capabilities required for future success’
(BPP Learning Media, 2013, p.22).
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6. The Learning Organisation is a concept that is
becoming an increasingly widespread philosophy in
modern companies, from the largest multinationals
to the smallest ventures.
What is achieved by this philosophy depends
considerably on one's interpretation of it and
commitment to it.
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7. The characteristics of a learning organisation are as follows:
Decision making procedures are continuously modified in
light of the experience,
Problem solving is systematic,
Experimentation: the systematic search for and testing of
new knowledge,
Risk taking, failures and mistakes are regarded as useful
input to the learning process to avoid problems in future,
Information and feedback is encouraged from all possible
sources.
(Senge 1990; Garvin, 1993)
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8. Knowledge is disseminated throughout the organisation
by formal and informal means,
Everything is open to challenge and questioning,
Training focuses on how to obtain, use and adapt to new
information.
(Senge 1990; Garvin, 1993)
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9. The purpose of training is to achieve a change in the behavior
of those trained and to enable them to do their jobs better
(Flippo, 1983),
Increase productivity,
To prevent manpower obsolescence,
To reduce the level of supervision,
To prevent accident,
To improve quality,
To prepare employees for future.
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10. Companies spend billions of dollars worldwide on staff
training and development. Is it worth it?
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11. A systematic approach to training encompasses four
basic stages:
Stage 1: Identify and define training needs,
Stage 2: Design learning and development programme
(which meet those needs, selecting relevant methods
and media)
Stage 3: Implementing learning events and programmes,
Stage 4: Systematically evaluate training .
(BPP, 2013)
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12. ‘Training needs may be defined as the gap between what
people should be achieving and what they are achieving.
In other words:
Required level of competence minus present level of
performance= training need’ (BPP 2013, p.39).
* Training need analysis (TNA) is also some times called
Learning need analysis(LNA) and Training and learning
needs analysis (TLNA).
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13. Levels of learning needs analysis: The analysis of learning
and development needs can be undertaken at a number of
levels:
For the organisation as a whole: to understand the amount
and types of learning needed to ensure that all employees
have the right capabilities to deliver the organisation’s
strategy.
For a specific department, project or area of work: new
projects and opportunities require new ways of working or
reorganisation, while restructuring also necessitates changes
in roles.
For individuals: linking their own personal learning and
development needs to those of the business, often carried out
as part of performance review.
(CIPD, 2014)
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14. Some training requirements will be obvious and
‘automatic’ such as in the case of:
New law being enacted
Introduction of new technology
Seeking accreditation for something
Others may emerge due to:
Critical incidents
Self assessment by the employee
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15. The ‘RAM’ approach: It is very important that any
assessment of learning needs should be careful and
thorough, in today’s rapidly-changing business
environment.
CIPD has developed an approach called ‘RAM’
(relevance, alignment, measurement).
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16. The RAM approach helps to focus the analysis on the key
business and organisational outcomes in the following ways:
Relevance: How existing or planned training provision will
meet new opportunities and challenges for the business.
Alignment: If the plan is to deliver a changed L&D offer, it is
critical for HR to talk to key managers and other stakeholders
about what they are seeking to deliver and how the function
can help them achieve it. It is also important to ensure that
L&D is aligned to other key strategies such as reward,
organisational development, engagement and other aspects of
the management of human resources.
Measurement: It is also critical that the HR function
effectively and consistently measures and evaluates its
interventions.
(CIPD, 2014)
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17. Gathering data on learning needs: Potential methods
include:
documentation – for example business plans, objectives
and new work standards, job descriptions and person
specifications,
interviews with line managers or other key players -
these will often be primary sources of information on
plans, work organisation and changes, or will expand on
the data available in the documentation.
(CIPD, 2014)
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18. Gathering data on learning needs (continues):
questionnaire-based or other surveys of managers,
employees and their representatives,
pre-existing online data, for example from management
information systems,
information on existing competence frameworks and
analysis of levels of competence achieved,
appraisal and performance management data.
(CIPD, 2014)
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19. People at different levels in organisations may have
different types of needs.
What do you think about the following in terms of
training needs?
Managers
Employees
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20. Once learning needs are identified, the training
managers must design learning and development
programmes. Certain things are important here as
follows:
Training programmes
Learning plans
Types/methods of learning
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21. Training programmes: Relevant training programmes
for relevant staff
Finance training for project managers
Management skills for all management staff
Presentation and interpersonal skills for trainers,
interviewers and customer service staff
Teambuilding and team working for al department
Basic health and safety for all staff
Intra-departmental seminars and in-house discussion
groups.
(Hargreaves and Jarvis, 2000)
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22. Learning plans
‘Individual or team plans for accessing training
courses/resources and/or for taking advantage of
learning opportunities at work’ (BPP 2013, p.42).
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23. Types/methods of learning
Formal and informal learning
On-the-job (In-house) and off-the-job (External)
learning
Self managed learning
Programmed learning
Blended learning
(BPP, 2013)
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24. An enjoyable learning experience should be kept in
mind while implementing learning events,
The goals of the training or development programs
are clear to the participants,
The employees are participating in activities during
the learning process,
The work experiences and knowledge that
employees bring to each learning situation are used
as a resource.
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25. The employees are given an opportunity to reinforce
what they learn by practicing,
The learning environment is safe and supportive,
The individual employee is shown respect,
The learning opportunity promotes positive self-
esteem.
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26. What should be evaluated?
When should evaluation take place?
Who should evaluate training?
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28. Armstrong, M., (2012) Armstrong's Handbook of Reward
Management Practice: Improving Performance Through Reward,
4th edition, Kogan Page
BPP Learning Media (2013) Human Resources Development and
Employee Relations, 3rd edition, London: BPP Learning Media.
Business Dictionary (2014) Definition of Training, available from
http://www.businessdictionary.com/definition/training.html#ixzz3
Grw9ZpkM (Accessed 20 October 2014)
CIPD (2014) Identifying learning and development needs, available
from http://www.cipd.co.uk/hr-resources/factsheets/identifying-
learning-talent-development-needs.aspx (Accessed 20 October
2014)
Sigelman, C. & Rider, E., (2010) Life-span Human Development, 7th
edition, USA: Wadsworth Cengage Learning
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