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03 Slides MBA Week 3 Learning and Development

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13 views17 pages

03 Slides MBA Week 3 Learning and Development

Uploaded by

nirmikacf
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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HMN7181

People and Organisations: Principles and


Practice in Global Contexts

Lecture 3
Learning and Development
Learning Objectives

• To distinguish between training, learning development


and education.
• To understand the general principles of learning used in
in this field.
• To have an appreciation of some key learning and
development methods used in organisations.
• To appreciate the concept of the ‘learning organization’.
• To understand the idea of talent development.
• To understand what underpins a Learning and
Development Strategy
Definitions

• Training: delivered by the organisation or an external


service
– ‘A set of planned activities on the part of an
organization to increase job knowledge and skills, or
to modify attitudes and social behaviour, to achieve
specific ends which are related to a particular job or
role’ (Henderson, 2017)
• Learning: developed by the individual through
experience
– ‘A relatively permanent change in knowledge, skills,
attitudes or behaviour that comes through experience’
(ibid)
NF Comments
• Competent – Knowledge / Skills / Attitude
Definitions (cont’d)

• Development:
– the ‘continuing improvement of an individual’s
effectiveness’ in terms of their role or profession
beyond the immediate task or job (ibid).
• Education:
– the ‘process of personal growth in abilities and
attitudes’, which might take place independently of its
application to work, and is therefore a broader
experience than training or work-related learning and
development (ibid).
Key Learning Principles

• ‘Distributed practice’ i.e. breaking the learning


experience up into manageable chunks for the learner
(Henderson, 2017).
• Encouraging the learner
• Training individuals to perform ‘entire task units’ so that
they can see the bigger picture
• Giving feedback to the learners on performance.
• Providing opportunities for practicing the skills developed
during training.
Kolb’s Learning Cycle (1984)

1. Concrete experience
2. Observations and reflection
3. Formation of abstract concepts and generalizations
4 .Testing implications of concepts in new situations

The learning experience runs in sequence from 1 through


to 4.

Different learners will be stronger/weaker using different


facets of the cycle.
NF Comments
• If put into Blog – use practical examples.
Learning styles (Honey and Mumford, 1989)
built on the Kolb Cycle

• ‘Activists’ learn best from experience.


• ‘Reflectors’ learn most from observation and reflection.
• ‘Theorists’ prefer learning at the abstract
conceptualisation stage.
• ‘Pragmatists’ learn best from trying out the new skill or
knowledge in actual work situations.
(Honey and Mumford, 1989)
NF Comments – Not in syllabus – Just to
understand how theory works.
• Porter’s Five forces – Only covers few areas./ Internal environment not
covered.
• PESTEL Model
– Ex – Soft Drinks Market – High Sugar patients is a problem.
– Elephant house – More into green
• HNB – Pathum Vimana (Central banks stop this after sometime due to
complaints by other banks)
– Once in 3 months - Two storey house
– Once a month - Mercedes Benz
– Once a week - Suzuki Swift
– Gold Coins
– Cash Prizes
VAK learning styles (Barbe, 1979)

• Visual
• Auditorial
• Kinesthetic
The value of Learning Objectives

• Present a common agenda of what is to be learnt for


both the facilitator and the learner
• May focus and motivate the learner
• Assist in evaluating whether the learning has been
achieved
NF Comments
• Objectives – SMART
• Lit grading scale
Henderson (2017) offers a digest of some
Common Learning and Development Methods
• Action learning
• Blended learning
• Case studies
• Coaching
• Continuing Professional Development (CPD)
• Corporate Universities
• E-learning
• Instruction
• Lecture
• Mentoring
• Outdoor training
• Role-playing
• Self-development
• Simulations/Business Games
A Learning Organisation

• ‘An organization which facilitates the learning of all of its members and
[thereby] continuously transforms itself’. (Pedler, Boydell and Burgoyne,
1997)
• Senge (1990) describes learning organisations as those where ‘people are
continually learning how to learn together’.
• They engage in collective problem-solving
• Learning is perceived not as a set of discrete activities but as a
‘continuous process’ (ibid)
A Learning Organisation’s strengths

Garvin et al (1993) suggest that learning organisations are good at the following:
•Systematic problem-solving, especially using quantitative fact-based tools
•Learning from past experiences (based on the Santanya principle that ‘those who
cannot remember the past are condemned to repeat it’)
•Learning from others. Armstrong (2011) refers to the acronym of SIS: ‘steal it
shamelesslessly’)
•Benchmarking
•Transfering knowledge effectively and fast by seconding those with the new knowledge
The Learning and Development strategy

Learning and Development strategies ‘are concerned with


developing a learning culture, promoting organizational
learning ... and providing for individual learning’ (Armstrong,
2011)

Armstrong maps out some of the philosophies underpinning


the strategy:
•‘Long term capacity-building’ rather than ‘short term fixes’
•A focus on learning rather than training
•A focus on empowerment, rather than supervision
•Self-management rather than instruction
•Encouraging ‘discretionary learning’

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