Shift in Individual Development

1
Shift in Individual Development

• Move from identifying training needs to
  identifying learning needs
• Move in who identifies needs
• An interest in technical skills to the
  development of personal skills, self management
  and attitudes
• Greater pressure on development that is future
  oriented

2
Theoretical Approaches

1. Behaviourist approach
2. Cognitive approach
3. Social learning
4. Constructivist perspective

3
Behaviourist Approach

• Earliest approach
• Concentrates on changes in observable behaviour
• Skinner, Watson, and Pavlov
• Behaviour linked to certain rewards/sanctions

4
Behaviourist Approach - Problems

• Trainers are not interested in what is going on
  in learners heads
• Learners just follow the routine to be learned
• It is overtly manipulative
• It is simplistic and limited
• May produce temporary changes and increases
  cynicism

5
Cognitive Approaches

• Based on information processing perspective
• More concerned with whats going on in learners
  head
• Maps out stages of learning
• Stresses importance of learner motivation and
  individual needs, control individual has on
  learning, etc

6
Cognitive Approaches - Strengths

• Stresses importance of learner motivation and
  needs
• Recognises control of learner over what is
  learned
• Identifies feedback as an important part of
  learning

7
Cognitive Approaches - Weaknesses

• Assumes learning is neutral and unproblematic
• It ignores emotion

8
Social Learning Theory

• Learning is a social event
• Based on needs of humans to fit in with others
• Uses role models, mentors and peer support

9
Social Learning Theory - Disadvantages

• Ignores the role of choice for the individual
• It is based to an extent on a masquerade

10
Constructivist Perspectives

• Recognises that learning is very personal and
  threatening process
• Development of the information processing
  perspective
• Does not regard learning as a neutral process
• Perception of our experiences that
  countInformation and potential learning need to
  fit with meaning structures

11
The Learning Cycle

Figure 18.1  The learning cycle
12
Honey Mumford

• Activists
• Reflectors
• Theorists
• Pragmatists

13
Planned Emergent Learning

Table 18.1  Planned and emergent learning Source
Adapted from D. Megginson (1994) Planned and
emergent learning A framework and a method,
Executive Development, Vol. 7, No. 6, pp. 2932.
14
Learning Curves

Figure 18.2  The reality of learning progress
15
A Systematic Model of Learning Training

Figure 18.3  A systematic model of learning and
training
16
Analysing Needs

Problem centred approach Profile comparison
profile approach
17
Problem Centred Approach

• Focuses on performance problems
• Explores whether problems are due to lack of
  skills

18
Profile Comparison Approach

• Takes a much broader view
• More useful when someone is new to a job

19
Off-Job Methods of Learning Development

• Educational courses
• In-house courses
• Consultancy courses
• Outdoor type courses

20
Off the Job Methods Transfer of Learning

• Developing goals/plans for implementing new
  skills
• Reviewing materials immediately after the
  programme
• Report to peers/supervisors on learning
• Include development goals in performance reviews

21
Learning on the Job

• Manager coaching and teaching
• Mentoring
• Peer relationships
• Action learning
• Self development
• Self development groups
• Learning logs
• Learning contracts

22
Learning Contracts Contents

• An overall development goal
• Specific objectives in terms of skills and
  knowledge
• Activities to be undertaken
• Resources required
• Method of assessment of learning

23
Open, Distance, and E-learning

CIPD 2003 research One of the most
significant changes in training over the last
five years is the increased use of
e-learning High investment required for
e-learning but cost effective in the long run
providing speedy and flexible training
24
Evaluation of Training Development

• Evaluating the training post course
  questionnaire
• Evaluating the learning how trainees now behave
• Evaluating changes in job performance
• Evaluating changes in organisational performance
• Evaluating changes in wider contribution
  organisation now makes
• (Hamblin, 1974)

25
Kilpatricks Evaluation

• Reaction level
• Learning level
• Behaviour
• Results
• (Kilpatrick, 1959)

26
Summary (1 of 2)

• There are four perspectives on learning
• Emphasis moved from training to learning
• Individuals are taking ownership of their own
  learning needs
• Learners need to understand the nature of
  learning and own strengths and weaknesses

27
Summary (2 of 2)

• Emphasis on formal development programmes is
  declining
• Upsurge in interest in e-learning
• Evaluation of development is critical