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Linkage of strategic planning to HRD

Human Resource Planning, or Human Resource Development Planning is the process by

which a company attempts to ensure that it has the necessary people, skills and talents
needed to reach its goals. HR planning can have implications for hiring, retention, and
the training and development of existing staff, while Human Resource Development
Planning (HRD planning) usually focuses on skill development.

So, the issue is: How do you know what skills, people, talents and abilities are needed
in the future? That's where there is a link between human resource planning and
strategic planning. HR planning takes the information from the strategic planning
process as input, and uses it to predict what will be needed in the future.

Of course, HR planning can be done independently of strategic planning, but it simply

makes more sense to first to strategic planning, and then do human resources
planning, because the mission, role and goals of the organization really will determine
human resource needs.

Training

Training employees is an essential activity for all organisations. Training provides

employees with the key knowledge and skills that they need to perform their job.
Benefits of training

 As the business world is continuously changing, organisations will need to

provide their employees with training throughout their careers. If they choose
not to provide continuous training they will find it difficult to stay ahead of the
competition.

 The other benefit of training is that it will keep your employees motivated. New
skills and knowledge can help to reduce boredom. It also demonstrates to the
employee that they are valuable enough for the employer to invest in them and
their development.

 Training can be used to create positive attitudes through clarifying the

behaviours and attitudes that are expected from the employee.

 Training can be cost effective, as it is cheaper to train existing employees

compared to recruiting new employee with the skills you need.

 Training can save the organisation money if the training helps the employee to
become more efficient.

Induction training

This is training that an employee will receive when they first join an organisation or
begin a new role. This type of training is designed to provide the employee with the
essential skills needed to perform their job. Induction training can also include an
introduction to the company ethos, values and culture so that the employee is aware of
the behaviours expected of them.

On the Job training

As the name suggests, on the job training, is training provided during the regular
performance of duties. This can take a variety of forms including:

 The employee being guided through a task or process by a colleague or

supervisor, so that the employee knows how to perform the task and to what
standard.

 Shadowing, spending time with an expert so that the employee can observe
how the expert performs their daily duties.
  Observations, the employee is observed whilst they perform their duties. At the
end of the observation, the observer will provide the employee with feedback
on their performance.

 Coaching, the employee will learn new skills (not knowledge) and have the
opportunity to practice the skills with the coach before using the skills in the
workplace. An effective coach will review the employee’s performance to
ensure that the employee uses the newly learnt skills until they become habit.

 Mentoring, the employee is partnered with an experienced employee so that

they can discuss performance. The experienced person is known as the mentor
and the employee they are partnered with we will call the mentoree. The
mentoree will discuss their performance and problems with the mentor.

Off the Job training

This is training provided away from the employee’s usual work environment and the
employee will stop their usual duties/work during the training. Off the job training
may be in the same building or off site. This training may be provided by trainers
working for the same employer as the employees being trained or an outside company
hired by the employer
On-the-job Training and Lectures

The two most frequently used kinds of training are on-the-job training and lectures,
although little research exists as to the effectiveness of either. It is usually impossible to
teach someone everything she needs to know at a location away from the workplace. Thus
on-the-job training often supplements other kinds of training, e.g., classroom or off-site
training; but on-the-job training is frequently the only form of training. It is usually
informal, which means, unfortunately, that the trainer does not concentrate on the training
as much as she should, and the trainer may not have a well-articulated picture of what the
novice needs to learn.

On-the-job training is not successful when used to avoid developing a training program,
though it can be an effective part of a well-coordinated training program.

Lectures are used because of their low cost and their capacity to reach many people.
Lectures, which use one-way communication as opposed to interactive learning techniques,
are much criticized as a training device.

2. Programmed Instruction (PI)

These devices systematically present information to the learner and elicit a response; they
use reinforcement principles to promote appropriate responses. When PI was originally
developed in the 1950s, it was thought to be useful only for basic subjects. Today the
method is used for skills as diverse as air traffic control, blueprint reading, and the analysis
of tax returns.

3. Computer-Assisted Instruction (CAI)

With CAI, students can learn at their own pace, as with PI. Because the student interacts
with the computer, it is believed by many to be a more dynamic learning device.
Educational alternatives can be quickly selected to suit the student's capabilities, and
performance can be monitored continuously. As instruction proceeds, data are gathered for
monitoring and improving performance.

4. Audiovisual Techniques

Both television and film extend the range of skills that can be taught and the way
information may be presented. Many systems have electronic blackboards and slide
projection equipment. The use of techniques that combine audiovisual systems such as
closed circuit television and telephones has spawned a new term for this type of
training, teletraining. The feature on " Sesame Street " illustrates the design and
evaluation of one of television's favorite children's program as a training device.

5. Simulations

Training simulations replicate the essential characteristics of the real world that are

necessary to produce both learning and the transfer of new knowledge and skills to
application settings. Both machine and other forms of simulators exist. Machine simulators
often have substantial degrees of. physical fidelity; that is, they represent the real world's
operational equipment. The main purpose of simulation, however, is to produce
psychological fidelity, that is, to reproduce in the training those processes that will be
required on the job. We simulate for a number of reasons, including to control the training
environment, for safety, to introduce feedback and other learning principles, and to reduce
cost.

6. Business games

They are the direct progeny of war games that have been used to train officers in combat
techniques for hundreds of years. Almost all early business games were designed to teach
basic business skills, but more recent games also include interpersonal skills. Monopoly
might be considered the quintessential business game for young capitalists. It is probably
the first place youngsters learned the words mortgage, taxes, and go to jail.

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kolb learning styles
David Kolb's learning styles model and
experiential learning theory (ELT)
Having developed the model over many years prior, David Kolb published his
learning styles model in 1984. The model gave rise to related terms such as
Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory
(LSI). In his publications - notably his 1984 book 'Experiential Learning:
Experience As The Source Of Learning And Development' Kolb acknowledges
the early work on experiential learning by others in the 1900's, including
Rogers, Jung, and Piaget. In turn, Kolb's learning styles model and
experiential learning theory are today acknowledged by academics, teachers,
managers and trainers as truly seminal works; fundamental concepts towards
our understanding and explaining human learning behaviour, and towards
helping others to learn. See also Gardner's Multiple Intelligences and VAK
learnings styles models, which assist in understanding and using Kolb's
learning styles concepts.

In addition to personal business interests (Kolb is founder and chairman

of Experience Based Learning Systems), David Kolb is still (at the time I write
this, 2005) Professor of Organizational Development at Case Western Reserve
University, Cleveland, Ohio, where he teaches and researches in the fields of
learning and development, adult development, experiential learning, learning
style, and notably 'learning focused institutional development in higher
education'.
 
kolb's experiential learning theory (learning styles) model

Kolb's learning theory sets out four distinct learning styles (or

preferences), which are based on a four-stage learning cycle. (which
might also be interpreted as a 'training cycle'). In this respect Kolb's model is
particularly elegant, since it offers both a way to understand individual
people's different learning styles, and also an explanation of a cycle of
experiential learning that applies to us all.
Kolb includes this 'cycle of learning' as a central principle his experiential
learning theory, typically expressed as four-stage cycle of learning, in
which 'immediate or concrete experiences' provide a basis
for 'observations and reflections'. These 'observations and reflections' are
assimilated and distilled into 'abstract concepts' producing new implications
for action which can be 'actively tested' in turn creating new experiences.

Kolb says that ideally (and by inference not always) this process represents a
learning cycle or spiral where the learner 'touches all the bases', ie., a cycle of
experiencing, reflecting, thinking, and acting. Immediate or concrete
experiences lead to observations and reflections. These reflections are then
assimilated (absorbed and translated) into abstract concepts with implications
for action, which the person can actively test and experiment with, which in
turn enable the creation of new experiences.
Kolb's model therefore works on two levels - a four-stage cycle:

1. Concrete Experience - (CE)

2. Reflective Observation - (RO)
3. Abstract Conceptualization - (AC)
4. Active Experimentation - (AE)

and a four-type definition of learning styles, (each representing the

combination of two preferred styles, rather like a two-by-two matrix of the
four-stage cycle styles, as illustrated below), for which Kolb used the terms:

1. Diverging (CE/RO)
2. Assimilating (AC/RO)
3. Converging (AC/AE)
4. Accommodating (CE/AE)

 
diagrams of kolb's learning styles

Here is a new improved (May 2006) free diagram illustrating Kolb's learning

cycle and learning types (MSWord). (Also as a pdf.)
Kolb diagrams also in colour (like the image below): Kolb learning styles
colour diagram MSWord, and Kolb colour diagram PDF.

(Kolb diagrams updated May 2006)

 

See also the personality styles and models section for help with understanding
how Kolb's theory correlates with other personality models and psychometrics
(personality testing).
 
learning styles

(This interpretation was amended and revised March 2006)

Kolb explains that different people naturally prefer a certain single different
learning style. Various factors influence a person's preferred style: notably in
his experiential learning theory model (ELT) Kolb defined three stages of a
person's development, and suggests that our propensity to reconcile and
successfully integrate the four different learning styles improves as we mature
through our development stages. The development stages that Kolb identified
are:

1. Acquisition - birth to adolescence - development of basic abilities and

'cognitive structures'
2. Specialization - schooling, early work and personal experiences of
adulthood - the development of a particular 'specialized learning style'
shaped by 'social, educational, and organizational socialization'
3. Integration - mid-career through to later life - expression of non-
dominant learning style in work and personal life.

Whatever influences the choice of style, the learning style preference itself is
actually the product of two pairs of variables, or two separate 'choices' that
we make, which Kolb presented as lines of axis, each with 'conflicting' modes
at either end:

Concrete Experience - CE (feeling) -----V-----Abstract

Conceptualization - AC (thinking)
Active Experimentation - AE (doing)-----V----- Reflective Observation
- RO (watching)

A typical presentation of Kolb's two continuums is that the east-west axis is

called the Processing Continuum (how we approach a task), and the north-
south axis is called the Perception Continuum (our emotional response, or
how we think or feel about it).
These learning styles are the combination of two lines of axis (continuums)
each formed between what Kolb calls 'dialectically related modes' of 'grasping
experience' (doing or watching), and 'transforming experience' (feeling or
thinking):

 
 

The word 'dialectically' is not widely understood, and yet carries an essential
meaning, namely 'conflicting' (its ancient Greek root means 'debate' - and I
thank P Stern for helping clarify this precise meaning). Kolb meant by this
that we cannot do both at the same time, and to an extent our urge to want
to do both creates conflict, which we resolve through choice when confronted
with a new learning situation. We internally decide whether we wish
to do or watch, and at the same time we decide whether to think or feel.
The result of these two decisions produces (and helps to form throughout our
lives) the preferred learning style, hence the two-by-two matrix below. We
choose a way of 'grasping the experience', which defines our approach to it,
and we choose a way to 'transform the experience' into something meaningful
and usable, which defines our emotional response to the experience. Our
learning style is a product of these two choice decisions:

1. how to approach a task - ie., 'grasping experience' - preferring to

(a) watch or (b) do , and
 2. our emotional response to the experience - ie., 'transforming
experience' - preferring to (a) think or (b) feel.

In other words we choose our approach to the task or

experience ('grasping the experience') by opting for 1(a) or 1(b):

 1(a) - though watching others involved in the experience and reflecting

on what happens ('reflective observation' - 'watching') or
 1(b) - through 'jumping straight in' and just doing it ('active
experimentation' - 'doing')

And at the same time we choose how to emotionally transform the

experience into something meaningful and useful by opting for 2(a) or 2(b):

 2(a) - through gaining new information by thinking, analyzing, or

planning ('abstract conceptualization' - 'thinking') or
 2(b) - through experiencing the 'concrete, tangible, felt qualities of the
world' ('concrete experience' - 'feeling')

The combination of these two choices produces a preferred learning style. See
the matrix below.
 
kolb's learning styles - matrix view

It's often easier to see the construction of Kolb's learning styles in terms of a
two-by-two matrix. The diagram also highlights Kolb's terminology for the four
learning styles; diverging, assimilating, and converging, accommodating:
 

watching (Reflective Observation -

  doing (Active Experimentation - AE)
RO)

feeling (Concrete
Experience - CE) accommodating (CE/AE) diverging (CE/RO)

thinking (Abstract
converging (AC/AE) assimilating (AC/RO)
 Conceptualization -
AC)

 
Thus, for example, a person with a dominant learning style of 'doing' rather
than 'watching' the task, and 'feeling' rather than 'thinking' about the
experience, will have a learning style which combines and represents those
processes, namely an 'Accommodating' learning style, in Kolb's
terminology.

 
kolb learning styles definitions and descriptions

Knowing a person's (and your own) learning style enables learning to be

orientated according to the preferred method. That said, everyone responds
to and needs the stimulus of all types of learning styles to one extent or
another - it's a matter of using emphasis that fits best with the given situation
and a person's learning style preferences.

Here are brief descriptions of the four Kolb learning styles:

 Diverging (feeling and watching - CE/RO) - These people are able

to look at things from different perspectives. They are sensitive. They prefer
to watch rather than do, tending to gather information and use imagination
to solve problems. They are best at viewing concrete situations several
different viewpoints. Kolb called this style 'Diverging' because these people
perform better in situations that require ideas-generation, for example,
brainstorming. People with a Diverging learning style have broad cultural
interests and like to gather information. They are interested in people, tend
to be imaginative and emotional, and tend to be strong in the arts. People
with the Diverging style prefer to work in groups, to listen with an open
mind and to receive personal feedback.
 Assimilating (watching and thinking - AC/RO) - The Assimilating
learning preference is for a concise, logical approach. Ideas and concepts
are more important than people. These people require good clear
explanation rather than practical opportunity. They excel at understanding
wide-ranging information and organising it a clear logical format. People
with an Assimilating learning style are less focused on people and more
 interested in ideas and abstract concepts. People with this style are more
attracted to logically sound theories than approaches based on practical
value. These learning style people is important for effectiveness in
information and science careers. In formal learning situations, people with
this style prefer readings, lectures, exploring analytical models, and having
time to think things through.
 Converging (doing and thinking - AC/AE) - People with a
Converging learning style can solve problems and will use their learning to
find solutions to practical issues. They prefer technical tasks, and are less
concerned with people and interpersonal aspects. People with a Converging
learning style are best at finding practical uses for ideas and theories. They
can solve problems and make decisions by finding solutions to questions and
problems. People with a Converging learning style are more attracted to
technical tasks and problems than social or interpersonal issues. A
Converging learning style enables specialist and technology abilities. People
with a Converging style like to experiment with new ideas, to simulate, and
to work with practical applications.
 Accommodating (doing and feeling - CE/AE) - The
Accommodating learning style is 'hands-on', and relies on intuition rather
than logic. These people use other people's analysis, and prefer to take a
practical, experiential approach. They are attracted to new challenges and
experiences, and to carrying out plans. They commonly act on 'gut' instinct
rather than logical analysis. People with an Accommodating learning style
will tend to rely on others for information than carry out their own analysis.
This learning style is prevalent and useful in roles requiring action and
initiative. People with an Accommodating learning style prefer to work in
teams to complete tasks. They set targets and actively work in the field
trying different ways to achieve an objective.

As with any behavioural model, this is a guide not a strict set of rules.
Nevertheless most people clearly exhibit clear strong preferences for a given
learning style. The ability to use or 'switch between' different styles is not one
that we should assume comes easily or naturally to many people.

Simply, people who have a clear learning style preference, for whatever
reason, will tend to learn more effectively if learning is orientated according to
their preference.
For instance - people who prefer the 'Assimilating' learning style will not be
comfortable being thrown in at the deep end without notes and instructions.

People who like prefer to use an 'Accommodating' learning style are likely to
become frustrated if they are forced to read lots of instructions and rules, and
are unable to get hands on experience as soon as possible.
 
relationships between kolb and other behavioural/personality theories

As with many behavioural and personality models, interesting correlations

exist between Kolb's theory and other concepts.
For example, Kolb says that his experiential learning theory, and therefore the
learning styles model within it, builds on Carl Jung's assertion that learning
styles result from people's preferred ways of adapting in the world.

Among many other correlations between definitions, Kolb points out that
Jung's 'Extraversion/Introversion' dialectical dimension - (which features and
is measured in the Myers-Briggs Type Indicator [MBTI]) correlates with the
'Active/Reflective' (doing/watching) dialectic (east-west continuum) of Kolb's
model.
Also, the MBTI 'Feeling/Thinking' dimension correlates with the Kolb model
Concrete Experience/Abstract Conceptualization dimension (north-south
continuum).

 
honey and mumford's variation on the kolb system

Various resources (including this one in the past) refer to the terms 'activist',
'reflector', 'theorist', and 'pragmatist' (respectively representing the four key
stages or learning steps) in seeking to explain Kolb's model. In fact, 'activist',
'reflector', 'theorist', and 'pragmatist' are from a learning styles model
developed by Honey and Mumford, which although based on Kolb's work, is
different. Arguably therefore the terms 'activist', 'reflector', 'theorist', and
'pragmatist' effectively 'belong' to the Honey and Mumford theory.

Peter Honey and Alan Mumford developed their learning styles system as a
variation on the Kolb model while working on a project for the Chloride
corporation in the 1970's. Honey and Mumford say of their system:
 "Our description of the stages in the learning cycle originated from the work
of David Kolb. Kolb uses different words to describe the stages of the learning
cycle and four learning styles..."

And, "...The similarities between his model and ours are greater than the
differences.." (Honey & Mumford)
In summary here are brief descriptions of the four H&M key stages/styles,
which incidentally are directly mutually corresponding and overlaid, as distinct
from the Kolb model in which the learning styles are a product of
combinations of the learning cycle stages. The typical presentation of these
H&M styles and stages would be respectively at north, east, south and west
on a circle or four-stage cyclical flow diagram.

1. 'Having an Experience' (stage 1), and Activists (style 1): 'here and

now', gregarious, seek challenge and immediate experience, open-
minded, bored with implementation.
2. 'Reviewing the Experience' (stage 2) and Reflectors (style 2):
'stand back', gather data, ponder and analyse, delay reaching
conclusions, listen before speaking, thoughtful.
3. 'Concluding from the Experience' (stage 3) and Theorists (style
3): think things through in logical steps, assimilate disparate facts into
coherent theories, rationally objective, reject subjectivity and flippancy.
4. 'Planning the next steps' (stage 4) and Pragmatists (style 4): seek
and try out new ideas, practical, down-to-earth, enjoy problem solving
and decision-making quickly, bored with long discussions.

There is arguably a strong similarity between the Honey and Mumford

styles/stages and the corresponding Kolb learning styles:

 Activist = Accommodating
 Reflector = Diverging
 Theorist = Assimilating
 Pragmatist = Converging

 
Here are free diagrams interpreting Kolb's learning styles model. They are all
essentially the same thing with slight differences in presentation, available
each in doc or PDF file fomats:
 Basic - 'compass' diagram - Basic Kolb learning styles diagram (doc
file) or as a pdf file
 Improved diagram, emphasising cycle - Improved diagram illustrating
Kolb's learning cycle and learning types (doc) - or as a pdf
 Improved diagram, colour version - Improved colour diagram of Kolb's
learning cycle and learning styles (doc file) - or Kolb colour diagram PDF