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From learning to training: a backwards step for HR professionals?


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presentation at UFHRD 2010

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From learning to training: a backwards step for HR professionals?

  1. 1. From learning to training: a backwards step for HR professionals?<br />Dr Susan Greener<br />Brighton Business School<br />University of Brighton UK<br />UFHRD 2010<br /><br />
  2. 2. “neutralitarian” approaches?<br />Fox and Hermann (2000)<br />
  3. 3. Purcell et al (2003), Hamel & Prahalad (1994) distinctive competences, discretionary behaviour, renewed learner focus in HRD<br />Improved evaluation of learning and development at work though:<br />“Evaluating reaction is the same thing as measuring customer satisfaction. If training is going to be effective, it is important that trainees react favorably to it. Otherwise, they will not be motivated to learn”(Kirkpatrick (1994 p27) cited in Dubinsky et al. 2001). experiential learning – “discursive dissonance between training and learning” (Sambrook 2007)<br />
  4. 4.
  5. 5. Lectures and seminars?<br />
  6. 6. Academic skills: handling examinations, critical analysis of published work, searching for learning resources, planning study activities – areas of least confidence on entry to HE courses (postgraduate HR study 5 year induction survey analysis)<br />Is training type activity in class just a safe zone? Are practical activities seen to have more salience to HR careers? Do they want to move away from areas where they don’t perceive their own expertise?<br />
  7. 7. student as customer<br />teacher as facilitator<br />Moving from academic “learning”<br /> to “training” in the classroom?<br />
  8. 8. References<br />Bourner, T. 2003. Assessing Reflective Learning. Education and Training 45, no. 5: 267-72.<br />Brockett, R.G. and R. Hiemstra. 1991. Self-Direction in Adult Learning: Perspectives on Theory, Research & Practice New York: Routledge & Kegan Paul.<br />Candy, P.C. 1991. Self-Direction for Lifelong Learning San Francisco: Jossey-Bass Inc.<br />Chickering, A.W. and Z.F. Gamson. 1987. Seven principles for good practice in undergraduate education. AAHE Bulletin 39: 3-7.<br />Cipd. 2010. HR Profession Map. 2010, (Accessed 16/04/2010)<br />Clardy, A. 2000. Learning on their own: Vocationally Oriented Self-Directed Learning Projects. Human Resource Development Quarterly 11, no. 2: 105-26.<br />Conole, G. and M. Dyke. 2004. What are the affordances of information and communication technologies? Alt-J, Research in Learning Technology 12, no. 2: 113-24.<br />Craig, E.M. 2007. Changing paradigms: managed learning environments and Web 2.0. Campus Wide Information Systems 24, no. 3: 152-61.<br />Dubinsky, A.J., R. Mehta and R.E. Anderson. 2001. Satisfaction with sales manager training. European Journal of Marketing 35, no. 1/2: 27-50<br />Fox, R. and A. Hermann. 2000. Changing media, changing times: coping with adopting new educational technologies. In Changing University Teaching: reflections on creating educational technologies, eds Evans, T and Nation, D. London: Kogan Page.<br />Greener, S.L. 2008. Exploring Students' Readiness for Online Learning. EdD thesis, University of Brighton.<br />Hamel, G. and C.K. Prahalad. 1994. Competing for the future Boston, M.A.: Harvard Business School Press.<br />Heaton, N. and C. Ackah. 2007. Changing HR careers: implications for management education. The Journal of Management Development 26, no. 10: 951-61.<br />Purcell, J., N. Kinnie, S. Hutchinson, S. Rayton and J. Swart. 2003. Understanding the people and performance link: unlocking the black box London: CIPD.<br />Sambrook, S. 2007. Exploring HRD in two Welsh NHS Trusts. Journal of Health Organisation and Management 21, no. 4/5: 418-31.<br />Schön, D. 1983. The Reflective Practitioner. How professionals think in action London: Temple Smith.<br />Sloman, M. 2003. Training in the Age of the Learner London: CIPD.<br />