Other common Learning & Development methods used in the organization (Part 2)

As was shown in the previous article there are many other methods for trainers to formulate their methods of learning and development as stated by Raheja (2015). Discussed below are a few more methods.

• E-Learning

Goyal (2012) describes E-Learning as a training given without any printed documents. It is the flag carrier of modern education. It uses the modern telecommunication methods to deliver learning materials. A good example of this is how we use the Airbus Portal in the training of engineering staff at Srilankan airlines Engineering.

• Job Rotation

According to (managementstudyguide.com) Job Rotation is a management approach where employees are shifted between two or more assignments or jobs at regular intervals of time in order to expose them to all verticals of an organization. It is a pre-planned approach with an objective to test the employee skills and competencies in order to place him or her at the right place. In addition to it, it reduces the monotony of the job and gives them a wider experience and helps them gain more insights. An employee been rotated in different jobs. This will enable him train on a series of related jobs and the organization can cross utilize him given various situations. A good example of this is that the technicians and engineering of Srilankan airlines LTD engineering department are rotated between Line maintenance, Base maintenance and Workshop work to make sure that the staff is proficient in all aspects.

• Lecture

The most traditional and direct method which is mainly for large participants. However, it mostly used by colleges and universities more than organizations. At the Srilankan Aviation college lectures are provided by qualified and trained lecturers to all engineering staff during initial training and further training to teach them about the basics and various tasks and aircraft systems that the technicians need to know about.

• Mentoring

As stated in (td.org) Mentoring is a reciprocal and collaborative at-will relationship that most often occurs between a senior and junior employee for the purpose of the mentee’s growth, learning, and career development. Often the mentor and mentee are internal to an organization, and there is an emphasis on organizational goals, culture, and advice on professional development. Mentors often act as role models for their mentee and provide guidance to help them reach their goals. This method is ideal for attitude development of executive/managerial staff. A senior staff or a reputed professional can be used to mentor the employees. At Srilankan Airlines LTD> engineering the engineers and senior technicians act as mentors to all new technicians and guide them through their daily tasks.

• On the Job Training

As per John M et. al (1997) On-the-job training is highly used for practical tasks. It is inexpensive, and it doesn't require special equipment that is normally used for a specific job. Upon satisfaction of completion of the training, the employer is expected to retain participants as regular employees Once basic training is completed, trainees can be deployed on, on the job training so they will have an in-detail idea about the job role they will have to work on. All new engineering trainees at Srilankan Aviation College are provided with at least a years’ worth of on the job training as part of the basic course.

• Outdoor Training

According to (mbaskool.com) Outdoor Training is a method of training employees outdoors through activities, games, tasks etc. through physical activities which helps in team building, strategy making, personality development, crisis management etc. Outdoor Training is very different from other forms of training in the sense that the mangers participate with his/her employees instead of managers leading the session. This helps to break the ice between the two and establishes a sense of comfort between the employees and their managers. Trainings carried out in outdoor facilities mostly by professional trainers. These are used mainly for leaners attitude development rather than their professional skills. At Srilankan Aviation College all students are provided with the out door training at dedicated training aircrafts and mockups and this also includes outside training at specific job training facilities.

• Role- Playing

Role play is the act of imitating the character and behavior of someone who is different from yourself, for example as a training exercise (collinsdictionary.com). The learner is given a role in a scenario and is expected to study the impacts of the issue. It gives a “real world” experience by giving a chance to study contents out of the work scope.

• Self- Development

As per Aubrey (2010) When personal development takes place in the context of institutions, it refers to the methods, programs, tools, techniques, and assessment systems that support human development at the individual level in organizations Using your own experience to review and learn. Also, this includes learning by the trainee himself by referring to study materials relevant. At Srilankan Aviation College all trainees are provided withal the required study materials and training aids so that they can self-study and improve themselves.

• Simulations

Creating an artificial scenario identical to the actual environment to give a real time experience.

 

References

Bob Aubrey (2010) Managing Your Aspirations: Developing Personal Enterprise in the Global Workplace McGraw-Hill. P. 9

Collins Dictionary [online] < www.collinsdictionary.com/dictionary/english/role-play > [7 May 2020]

Goyal, S. (2012) E-Learning: Future of Education. Journal of Education and Learning, 6(2), pp. 239-242.

John M. Barron, Mark C. Berger, Dan A. Black (1997). Introduction to On-the-Job Training. Upjohn Institute for Employment Research. pp. 1–3

managementstudyguide.com “Job Rotation - Meaning and its Objectives” [online] < https://www.managementstudyguide.com/job-rotation.htm > [7 May 2020]

mbaskool.com (2016) “Outdoor Training” [online] < https://www.mbaskool.com/business-concepts/human-resources-hr-terms/15706-outdoor-training.html >  [7 May 2020]

Raheja, K. (2015) Methods of Training and Development. Innovative Journal of Business and Management, 4(2), pp. 35-41

td.org, “What is Mentoring?”  [online] < https://www.td.org/what-is-mentoring > [7 May 2020]

 

 

 

Other common Learning & Development methods used in the organization (Part 1)

It is important that an organization recognize the ways in which employees engage best in learning and development to be able to get the maximum productivity from its training programs. As Martin, Kolomitro and Lamb (2014) says, along with the learners’ learning style, the trainer’s method or medium of training, shares same weight of effectivity in the training program. This will decide if the training given to the employees is taken in by them in an effective manner. Hence, the trainer is responsible of identifying the suitable method to deliver his training (Salas et al, 2012).

There are many ways in which a training department can formulate their programs to get the best results possible. They may have different effects and may even have disadvantages. Beer, Finnstrom and Schrader (2016) in their work talk about how while a certain training regime worked really well in one part of the organization it did not produce any meaningful results in another part of the same organization Therefore, it is the trainer’s duty to use one or a combination of these methods to formulate an effective training program.

According to Raheja (2015), following are methods, organizations use commonly to carry out training and development sessions.

• Action Learning

As per Reynolds (2011) Action learning is an approach to problem solving. It involves taking action and reflecting upon the results. This helps improve the problem-solving process as well as simplify the solutions developed by the team. The theory of action learning was originally developed by Reg Revans (1982), who applied the method to support organizational and business development initiatives and improve on problem solving efforts. A small group working on problems and issues, taking action, and learning as individuals, subsequently as a team. It helps organizations to develop creative, flexible and productive implementations to achieve common goals.

• Blended Learning

As per (DEECD 2012) Face-to-face presentations, visual material, paper-based assessments, online research and group activities have been the mainstay of classroom teaching for many decades.  More recently mobile technologies and collaborative Web 2.0 tools have expanded opportunities for learning.  Blended learning is really no more than a combination of all of these approaches A classroom theoretical training session followed by a practical training session. This method is ideal for a group of learners on a technical discipline, where imparted theoretical training can be practically viewed and experienced. At Srilankan Aviation college A blended learning approach is used during classroom secessions to provide a better understanding and learning experience to all trainees.

• Business Games

As stated by Greco et al (2013) business game has been defined as "a game with a business environment that can lead to one or both of the following results: the training of players in business skills (hard and/or soft) or the evaluation of players' performances (quantitatively and/or qualitatively) Using a practically applicable subject and given a chance to logically analyses and response. This can be utilized to evaluate several managerial skills such as leadership skills, time management, communication etc.

• Case Studies

As per (essaymap.org) Case studies are scientific and critical exploration of a situation or a phenomenon that poses a problem and requires providing suggested solutions, recommendations and pathway to avoiding similar problems in future. A discussion-based training where learners should study a scenario and come up with solutions, remedies as applicable. At Srilankan Aviation College the trainees are given the chance to analyze past aviation incidents and accidents from all around the world to get an understanding of what happened during these incidents and the leadup to them and what can be done to prevent these situations from ever arising.

• Coaching

As per Passmore, Jonathan, ed. (2016) Coaching is a form of development in which an experienced person, called a coach, supports a learner or client in achieving a specific personal or professional goal by providing training and guidance. A one-on-one training method. Its ideal to train a special skill required in the organization. At Srilanka Airlines LTD. engineering coaching is provided by the engineers and senior technicians to all newcoining technicians during their work.

• Continuing Professional Development (CPD)

Also termed as “Life Long Learning”, where it focuses on maintaining the knowledge and skills related to the profession throughout their career (Collin, Van der Heijden and Lewis, 2012). Usually it is incorporated in short trainings conducted by professional bodies, involved in that profession.

• Corporate university

As stated by Allen, Mark (2002), A corporate university is any educational entity that is a strategic tool designed to assist its parent organization in achieving its goals by conducting activities that foster individual and organizational learning and knowledge. a corporate university typically limits scope to providing job-specific, indeed company-specific, training for the managerial personnel of the parent corporation. A good example would be the Srilankan Aviation college which provides job specific training and courses for the Srilankan Airlines staff.

 

 

References

Collin, K., Van der Heijden, B., Lewis, P. (2012) Continuing Professional Development. International Journal of Training and Development, 16(3), pp. 155-163

Department of Education and Early Childhood Development (2012) “Blended learning A synthesis of research findings in Victorian education 2006-2011” [online] < https://www.education.vic.gov.au/Documents/about/research/blendedlearning.pdf > [7 May 2020]

essaymap.org (2019) “Case Study Format for Students: Paper Writing Tips” [online] < https://essaymap.org/blog/case-study/ > [7 May 2020]

Greco, Marco; Baldissin, Nicola; Nonino, Fabio (2013). "An Exploratory Taxonomy of Business Games". Simulation & Gaming. 44 (5): 645–682

Martin, B. O., Kolomitro, K., Lamb, C. M. T. (2014) Training Methods: A Review and Analysis. Human Resource Development Review, 13(1), pp. 11-35.

Michael Beer, Magnus Finnstrom and Derek Schrader (2016. P. 7) The Great Training Robbery. [Online] < https://www.hbs.edu/faculty/Publication%20Files/16-121_bc0f03ce-27de-4479-a90e-9d78b8da7b67.pdf > [7 May 2020]

Passmore, Jonathan, ed. (2016) [2006]. Excellence in Coaching: The Industry Guide (3rd ed.). London; Philadelphia: Kogan Page.

Raheja, K. (2015) Methods of Training and Development. Innovative Journal of Business and Management, 4(2), pp. 35-41

Reynolds, M. (2011) "Reflective Practice: Origins and Interpretations". Action Learning: Research and Practice, 8(1), 5–13

Revans, R. W. (1998) ABC of action learning. London: Lemos and Crane

Salas, E., Tannenbaum, S. I., Kraiger, K., Smith-Jentsch, K. A. (2012) The Science of Training and development in Organizations: What matters in Practice. Psychological science in the public interest, 13(2), pp. 74-101

VAK learning style

Now that the discussions about the Kolb learning cycle and the Honey and Mumford Learning cycle this blog emphasizes on the VAK learning style introduced by Neil Fleming.

Neil Fleming introduced the “VAK Learning styles” which describes another method of how learners absorb the information and process (Cherry,2019). VAK is an acronym for Visual, Auditory and Kinesthetic. These styles use the main sensors in human body to gather information. Shreenidhi and Chinyi (2017) state that ‘People commonly have a preferred learning style which may be a blend of all three senses. Some people have a very strong preference while others have an even mixture of two or three styles. When an individual knows his or her preferred learning style(s), he or she is able to understand the type of learning that best suits him/her. This enables him/her to choose the types of learning that work best’. What can be understood from this is that people tend to blend all 3 learning styles where one style can have a stronger influence or all the blended styles have equally shared properties.

The face that users tend to blend the 3 styles as they prefer to get the best outcome is also explained by Fayombo (2015) and states that learners with a blend of learning styles from the 3 mediums in VAK are the ones who achieves the highest achievements in their learning programmes. Hence, he further iterates that it is important for the trainer to identify the significant learning styles of the learners at the beginning of the training programme and to compose his training accordingly.

The 3 styles of learning which are Visual, Auditory and Kinesthetic are given below.

(Whitfield,2019)

 

Vissual 

a visually dominant learner picks up and retains information more quickly when they are presented with the knowledge visually. They engage more when presented with pictures, diagrams, charts and visual aids.(eln.io) Shreenidhi and Chinyi (2017) also precent a couple of ways that the visual learner may learn.

• Sits in the front rows of the classroom so they can clearly see the trainer an board so they can copy what’s there easily.

• Use mind-mapping to remember vast details

• Use highlighters, videos to study

• Scores well in essays, mapping, describing processes

 

Auditory 

an auditory dominant learner is better at picking up and retaining information by listening to it. (eln.io) Shreenidhi and Chinyi (2017) also present a couple of ways that auditory learner may learn     

• Eagerly take part in discussions and ask questions

• Repetition and read out loud

• Put information into mnemonics to remember information.

• Scores well in writing, questions in lectures and oral examinations

 

Kinesthetic 

For a kinesthetic learner, they would prefer learning new information and skills by either physically interacting with the object, or physically testing out new information (eln.io) Shreenidhi and Chinyi (2017) also present a couple of ways that Kinesthetic learner may learn            

• Practice techniques

• Participates in hands-on activities and simulations

• Scores well in MCQs and fill in the blanks         

 

Vaishnav (2013), upon his research says that is important to an organisation that the training conducted for the employees should be compiled in a way that the group of learners will have the maximum absorption out of it. Hence, understanding the preferred learning style among the learner group is important to reap high productivity from the training program. For example, when training is conducted at the Srilankan Airlines technical training instate a mix of of all these styles is used. While classroom studies are conducted as normal charts and videos are used to explain certain things. Practical hands on activities are also a huge part of the training course. (srilankanaviationcollege.com)

 

References

 

Cherry, K. (2019) Overview of VARK Learning Styles- Which Learning Style Do You Have? Very well mind [Online]. Available at <https://www.verywellmind.com/vark-learning-styles-2795156>, [Accessed on 1^st May 1, 2020]

.

(eln.io) VAK LEARNING STYLES; A MODEL FOR UNDERSTANDING PREFERENCES [online] < www.eln.io/blog/vak-learning-styles-model > [ Accessed on 1st May 1, 2020].

 

Fayombo, G. (2015) Learning Styles, Teaching Strategies and Academic Achievement among some Psychology Undergraduates in Barbados, Caribbean Educational Research Journal, 3(2), pp. 46-61.

 

Sreenidhi, S. K., Chinyi, H. T.(2017) Styles of Learning Based on the Research of Fernald, Keller, Orton, Gillingham, Stillman, Montessori and Neil D Fleming, International Journal for Innovative Research in Multidisciplinary Field, 3(4), pp. 17-25.

 

SriLankan Aviation College (SLAC) (2018) EASA Part 66 B1.1 – Basic Course in Aircraft Maintenance [Online]. Available at:<http://srilankanaviationcollege.com/what-we-offer/Course/EASA-Part-66-B1> [22nd April 2020]

Whitefield. G. (2019) Upon this rock I will build my Instructional Design, GP Strategies [Online]. Available at https://www.gpstrategiesltd.com/learning-lab/upon-this-rock_5.shtml . [Accessed on 15 September 2019].

Further discussing Of tailoring the organizations learning culture to best suite its needs

As was discussed in the previous article it is imperative that an organization must tailor its learning culture to suite the unique needs of its employees. The folly of implementing a generic learning culture to all parts of the business Can be seen in the study performed by Beer, Finnstrom and Schrader (2016. P. 7).  Their research into Cardo, a Swedish industrial conglomerate showed that while one part of the organization was able to take full advantage of the implemented learning culture, another part did not show any improvement and therefore no return for the investment made in said training.

Due to this reason the organization must tailor its learning culture to suite the specific part of its business. Srilankan Airlines LTD. Where I work is a good example of using different training methods for different situations.  When taking a look at how engineering staff and passenger handling staff are trained it is seen that the methods used and the duration of said training changes a lot from course to course (srilankanaviationcollege.com)

As discussed in the previous article the Kolb’s Learning Cycle was introduced by Kolb 2015) and this provided a framework of how proper learning and development can be carried out. This was further expanded upon by Honey and Mumford (1982) to introduce the Honey and Mumford Learning Style. Honey and Mumford learning styles were developed by Peter Honey and Alan Mumford in 1986. Their work is inspired from and built upon Kolb’s learning styles model (Leaver, 2005). As stated in (eln.io) Honey and Mumford gave a questionnaire that probes general behavioral tendencies. The rationale behind this is that most people have never consciously considered how they really learn. And to be an effective learner, individuals must know about their learning styles or preferences and find ways to learn using those methods.

As stated by Armstrong And Taylor (2014) there are 4 styles of learning discussed in the Honey and Mumford learning cycle. These 4 methods are Activist, Theorist; Pragmatist and Reflector.

(Beever,2017)

Activist  

As stated by Honey & Mumford (1982) Activists involve themselves fully and without bias in new experiences. They enjoy the here and now, and are happy to be dominated by immediate experiences. They are open-minded, not skeptical, and this tends to make them enthusiastic about anything new. Their philosophy is: "I'll try anything once". They tend to act first and consider the consequences afterwards. Their days are filled with activity. They tackle problems by brainstorming. As soon as the excitement from one activity has died down. They are busy looking for the next. They tend to thrive on the challenge of new experiences but are bored with implementation and longer term consolidation. They are gregarious people constantly involving themselves with others but, in doing so, they seek to center all activities around themselves. Activists are those people who learn by doing. Activists need to get their hands  dirty, to dive in with both feet first. Have an open-minded approach to learning, involving themselves fully and without bias in new experiences. (www2.le.ac.uk) They have a receptive way to deal with learning, including themselves completely and without inclination in new encounters. The learning activities can be brainstorming, problem solving, group discussion, puzzles, competitions, role play etc (eln.io). A good example of an activist is the Aircraft technician. They are the ones who directly perform work on the aircraft to make sure they are in working order. They include newcomers who may have just started work and this allows them the chance to get hands on with the work and experience how it is performed for themselves. This helps them to improve their personal skills and their ability to carry out the necessary repairs or checks he may be required to perform.

 

Theorist

As stated by Honey & Mumford (1982) Theorists adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step-by-step logical way. They assimilate disparate facts into coherent theories. They tend to be perfectionists who won't rest easy until things are tidy and fit into a rational scheme. They like to analyze and synthesize. They are keen on basic assumptions, principles, theories models and systems thinking. Their philosophy prizes rationality and logic. "If its logical its good." Questions they frequently ask are: "Does it make sense?" "How does this fit with that?" "What are the basic assumptions?" They tend to be detached, analytical and dedicated to rational objectivity rather than anything subjective or ambiguous. Their approach to problems is consistently logical. This is their 'mental set' and they rigidly reject anything that doesn't fit with it. They prefer to maximize certainty and feel uncomfortable with subjective judgments, lateral thinking and anything flippant. These learners like to understand the theory behind the actions. They need models, concepts and facts in order to engage in the learning process. Prefer to analyze and synthesize, drawing new information into a systematic and logical 'theory. (2.le.ac.uk) In The engineering department of Srilankan Airlines LTD. The theorist can be the Engineering Quality Inspectors and those in the quality department. They are the ones who study and determine if a certain way of  doing something is of good practice and if it conforms with the regulations that the maintenance organization has to adhere to. They make sure that the work procedures that are given to the rest of the department are sound and practical. 

 

Reflector

As stated by Honey & Mumford (1982) Reflectors like to stand back to ponder experiences and observe them from many different perspectives They collect data, both first hand and from others, and prefer to think about it thoroughly before coming to a conclusion. The thorough collection and analysis of data about experiences and events is what counts so they tend to postpone reaching definitive conclusions for as long as possible. Their philosophy is to be cautious. They are thoughtful people who like to consider all possible angles and implications before making a move. They prefer to take a back seat in meetings and discussions. They enjoy observing other people in action. They listen to others and get the drift of the discussion before making their own points. They tend to adopt a low profile and have a slightly distant, tolerant unruffled air about them. When they act it is part of a wide picture which includes the past as well as the present and others' observations as well as their own. They may abstain from jumping in and prefer to watch from the sidelines. They want to remain back and see encounters from various alternate points of view, gathering information and using the opportunity to work towards a suitable conclusion. They like paired discussions, self-analysis questionnaires, personality questionnaires, time out, observing activities, feedback from others. coaching, interviews etc. (eln.io) In the engineering department of Srilankan Airlines LTD. The reflector can be the Technical Training Instructors. While it is their duty to educate the rest of the organization they too have to go through their own studies to be able to do their job. They listen to the feedback of the students and look at their exam results to get an understanding of their teaching methods and modify them as required.

 

Pragmatist

As stated by Honey & Mumford (1982) Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They are the sort of people who return from courses brimming with new ideas that they want to try out in practice. They like to get on with things and act quickly and confidently on ideas that attract them. They tend to be impatient with ruminating and open-ended discussions. They are essentially practical, down to earth people who like making practical decisions and solving problems. They respond to problems and opportunities 'as a challenge'. Their philosophy is "There is always a better way" and "If it works it's good". These people learn by observing and thinking about what happened. They may avoid leaping in and prefer to watch from the sidelines.  Prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion. (www2.le.ac.uk) In the engineering department of Srilankan Airlines LTD. The pragmatist can be the Aircraft Engineers. They have studied extensively about the aircraft they work on and are the seniors of the aircraft technicians. They use their knowledge and ideas to make sure that the work is performed properly. They are supposed to be the main problem solvers

(Student Success Space,2017)

 

References

Amstrong, M.  Taylor, S.  (2014). Armstrong’s Handbook of Human Resource Management Practice. 13th ed. New Delhi, Kogan Page Limited

Beever, G. (2017) Peter Honey and Alan Mumford Learning Styles, extensionaus [Online]. Available at: https://extensionaus.com.au/extension-practice/peter-honey-and-alan-mumford-learning-styles/. [22^nd April 2020].

Honey, P. & Mumford, A. (1982) Manual of Learning Styles London: P Honey

IATA Airline Cabin Crew Course [online] < www.srilankanaviationcollege.com/what-we-offer/Course/iata-airline-cabin-crew-course> [22^nd April 2020]

Leaver, B. (2005). Learning styles and learning strategies (Chapter 3) – Achieving Success in Second Language Acquisition. Cambridge Core.[online] < www.cambridge.org/core/books/achieving-success-in-second-language-acquisition/learning-styles-and-learning-strategies/6DE55B4DF17A3230D13A60F7B81E0A47> [22^nd April 2020]

Michael Beer, Magnus Finnstrom and Derek Schrader (2016. P. 7) The Great Training Robbery. [Online] < https://www.hbs.edu/faculty/Publication%20Files/16-121_bc0f03ce-27de-4479-a90e-9d78b8da7b67.pdf > [1 April 2020]

 SriLankan Aviation College (SLAC) (2018) EASA Part 66 B1.1 – Basic Course in Aircraft Maintenance [Online]. Available at:<http://srilankanaviationcollege.com/what-we-offer/Course/EASA-Part-66-B1> [22^nd April 2020]

Student Success Space (2017) Honey-Mumford Learning Style [Online]. Available at: https://www.youtube.com/watch?v=izMEy-UiRKM . [22^nd April 2020].

(www.eln.io) HONEY AND MUMFORD LEARNING STYLES [online] < www.eln.io/blog/honey-and-mumford-learning-styles > [22^nd April 2020]

(www2.le.ac.uk) Honey and Mumford [online] <https://www2.le.ac.uk/departments/doctoralcollege/training/eresources/teaching/theories/honey-mumford> [22^nd April 2020]

 

 

 

 

 

 

 

Incorporating Learning & Development in an Organization

As discussed in the previous article it is understood that learning and development is of utmost importance to the organization and that an organization with a learning culture is best suited to tackle the ever-changing business environment. This does not simply mean that the same learning and development methods fit all businesses or even different parts of the business. As we saw in the previous article; Beer, Finnstrom and Schrader (2016) in their work talk about how while a certain training regime worked really well in one part of the organization it did not produce any meaningful results in another part of the same organization. ‘The same improvements were not, however, observed in both business units. Business. Unit B’s leadership team, in contrast to business unit A, was not motivated to lead change.’  This should indicate that different learning and development strategies must be used for different organizations.

When crafting a learning culture for an organization we can look at how people learn. Armstrong and Taylor (2014) in their work say that most individuals learn for themselves but they also learn from other people like their managers and co-workers. They learn mainly by doing (experiential learning) and to a much lesser extent by instruction. The ways in which individuals learn will differ and what they learn will depend largely on how well they are motivated or self-motivated.  Armstrong and Taylor (2014) also states that Discretionary learning (self-directed or self-managed) where individuals seek out knowledge and experience on their own volition to better help them carry out their work must be actively encouraged. For this sort of self-motivated learning to occur there must be some sort of reward-based system in place in the organization.

Lombardo and Eichinger (1996) describe the 70/20/10 model for learning and development. This model states that people’s development will be about 70 per cent from work experience, about 20 per cent from social learning (through managers by example and feedback and by fellow workers) and 10 per cent from courses and reading.

Kolb’s Learning Cycle was introduced by Kolb (2015). This model provides the reader with a comprehensive understanding about how effectively learning is been conducted.

Source: McLeod,2017

Concrete experience

This is when a person gains a new experience or gets to hear about it from an experienced person. As stated in (www2.le.ac.uk) it begins with doing something in which the individual, team or organisation are assigned a task. Key to learning therefore is active involvement. In Kolb's model one cannot learn by simply watching or reading about it, to learn effectively the individual, team or organisation must actually do.The aircraft engineers in  my organization have years of experience under their belt and when a new trainee goes through his training they are able to provide valuable insight into how things are done and help train  them in performing their work. This provides the trainee with the experience needed.

Reflective Observation 

This is where the learner reflects on the experience on a personal basis. As stated in (www2.le.ac.uk) this means taking time-out from "doing" and stepping back from the task and reviewing what has been done and experienced. At this stage lots of questions are asked and communication channels are opened to others members of the team. Vocabulary is very important and is needed to verbalize and discuss with others. After classroom training or on the job training a trainee is required to go through what they learned and try to understand it deeply or how the experience gained should be applied.

Abstract Conceptualization

This is where the learner forms new ideas, or modifies existing abstract ideas, based on the reflections arising from the reflective observation stage. As stated in (www2.le.ac.uk) this is the process of making sense of what has happened and involves interpreting the events and understanding the relationships between them. At this stage the learner makes comparisons between what they have done, reflect upon and what they already know. They may draw upon theory from textbooks for framing and explaining events, models they are familiar with, ideas from colleagues, previous observations, or any other knowledge that they have developed. This is where the trainee has gained an understanding of what had been thought and is now allowed to formulate his own way of remembering the knowledge and how to apply it properly. He may engage with the instructor or field engineer he works under to clarify his positions.

Active Experimentation 

This is where the learner applies the new ideas to his surroundings to see if there are any modifications in the next appearance of the experience. As stated in (www2.le.ac.uk) the learner considers how they are going to put what the have learnt into practice. Planning enables taking the new understanding and translates it into predictions as to what will happen next or what actions should be taken to refine or revise the way a task is to be handled. For learning to be useful most people need to place it in a context that is relevant to them. If one cannot see how the learning is useful to one's life then it is likely to be forgotten very quickly.

Source : Atkinson,2017

References 

Amstrong, M.  Taylor, S.  (2014). Armstrong’s Handbook of Human Resource

Atkinson, T. (2017) Kolb Learning Style [Online]. Available at: < https://www.youtube.com/watch?v=J_HjW54xJ1Q>.[1 April 2020] 

Lombardo, M M and Eichinger, R W (1996) The Course Architect Development Planner, Minneapolis, Lominger

Management Practice. 13th ed. New Delhi, Kogan Page Limited

McLeod, S. (2017) Kolb's Learning Styles and Experiential Learning Cycle. Simply Psychology [Online]. Available at: < https://www.simplypsychology.org/learning-kolb.html > [Acessed on 4^th April 2020]

Michael Beer, Magnus Finnstrom and Derek Schrader (2016. P. 7) The Great Training Robbery. [Online] < https://www.hbs.edu/faculty/Publication%20Files/16-121_bc0f03ce-27de-4479-a90e-9d78b8da7b67.pdf > [1 April 2020]

(www2.le.ac.uk) David Kolb [Online]  < https://www2.le.ac.uk/departments/doctoralcollege/training/eresources/teaching/theories/kolb > [Accessed on 4^th April 2020]

 

 

 

 

 

 

 

 

 

 

The importance of learning and development to an organization

It is time to investigate how important it is for an organization to implement a learning culture that will help in the learning and development of the organization. To that end let’s take a look at the effect learning and development has brought to the employees of the organization and how these improvements have affected the overall performance of the organization. Garvin et al (1993) elegantly states exactly how important learning and development is as follows. ‘How, after all, can an organization improve without first learning something new? Solving a problem, introducing a product, and re engineering a process all require seeing the world in a new light and acting accordingly. In the absence of learning, companies—and individuals—simply repeat old practices. Change remains cosmetic, and improvements are either fortuitous or short-lived’. This shows  that unless proper learning and development improvement as an organization is not a possibility and that any change attempted will be short lived. Sanders And Schveninger (2020) in their article to the Harvard Business Review refers to a Business Insider Article (2017) that is an interview of Mr. Satya Nadella, Microsoft’s CEO and says ‘The world’s leading CEOs are publicly asserting the importance of learning and skills in a constantly evolving global economy. Satya Nadella, Microsoft’s CEO, said: “We want to be not a ‘know-it-all’ but a ‘learn-it-all’ organization.’ The very fact that the CEO of Microsoft recognizes the importance of learning and development should emphasize how important it is.

Being at the top of its game and staying profitable are the key driving forces of an organization. For learning and development to be important it must affect the success and profitability of the organization. Beer, Finnstrom and Schrader (2016) in their work talk about a good example of where the above fact can bee seen. ‘Cardo, a Swedish industrial conglomerate, provides a powerful example of why a unit-by-unit change strategy is important and how “learning by doing” is effective.  To support the corporate transformation, Cardo’s CEO and HR VP commissioned an education program to teach key managers in two of the company’s businesses how to lead change. The program featured four modules of education. Each manager in the program was charged with implementing organization change and improving performance in his or her sub-unit, following the sequence of steps outlined above. Managers were supported with consultation and coaching from program faculty and peers, and given the opportunity to speak to the CEO during each module about organizational barriers to effectiveness and performance.  Evaluation of the program revealed significant changes in organization behavior and performance. The CEO calculated that improvements in performance delivered a 10x return on the cost of the program.’

Beer, Finnstrom and Schrader (2016. P. 7) in the same study of Cardo also shows how 2 different business units were affected differently by the same training. While one unit showed very positive results the other did not show any significant improvement as expected by the organization. ‘

One of the important reasons that make learning and development important is that it affects the image that the employees have of the organization. An IBM (2014) report shows us in a IBM (2013) Smarter Workforce study the results of training in different organizations. 

This should show that learning and development is a key factor for an organizations success.

Now that the reader is able to grasp that learning and development is of great importance to an organization it is prudent to see how an organization can incorporate learning and development into it’s culture. This will be discussed further in the next post.

 

References

 

David A. Garvin (1993) Building a Learning Organization [Online] <https://hbr.org/1993/07/building-a-learning-organization > [1 April 2020]

 

Marc Zao-Sanders and Catalina Schveninger (2020) The Simple Joy of Learning on the Job. Harvard Business Review [Online] < https://hbr.org/2020/03/the-simple-joy-of-learning-on-the-job > [1 April 2020]

 

Krzysztof Majdan and Michał Wasowski (2017) We sat down with Microsoft's CEO to discuss the past, present and future of the company. Business Insider Polska. [Online] < https://www.businessinsider.com/satya-nadella-microsoft-ceo-qa-2017-4?r=UK > [1 April 2020]

 

Michael Beer, Magnus Finnstrom and Derek Schrader (2016. P. 7) The Great Training Robbery. [Online] < https://www.hbs.edu/faculty/Publication%20Files/16-121_bc0f03ce-27de-4479-a90e-9d78b8da7b67.pdf > [1 April 2020]

 

IBM (2014. p. 6) The Value of Training [Online] <https://www.ibm.com/services/learning/pdfs/IBMTraining-TheValueofTraining.pdf >[1 April 2020]

Introduction to learning and development

In the current day and age innovation, information, knowledge and statistics are just some of the driving forces of the business world. Organizations depend on continually updating and refining their knowledge base and methods of operation to stay relevant and competitive in the market or risk been driven out of business by the competition. A prime example of this would be the fate that befell the “Eastman Kodak Company” due to its reluctance to adapt the then new ‘digital photography’ technology into their business model. ‘Though a pioneer in the digital space, the company failed to take the initiative and capitalize on the digital business due to fear of cannibalizing the existing product lines. The company slowly started moving into the digital space but found that it was too late and the competition had become formidable.’ (icmrindia.org, 2012).

Through this the reader can see how Kodak decided to stick with what they were good at doing and not realize that the market had started to move in another direction. Despite being the pioneer of digital photography years before anyone else they did not embrace it and therefore gave their competition enough time to catch up and surpass them. 

Now if the reader were to look at a hypothetical situation where Kodak had indeed embraced their innovation and aligned their business according to it. In this case they would have needed to make radical changes in the way they did business. These changes would result in the allocation of workforce to completely new manufacturing processes and sales tactics to bring their innovation to the market in an effective manner. For this to be done the members in the workforce from the factory employee and salesmen to the managers in charge of these production lines and those doing the marketing to promote the product will have to have a vastly different knowledge set than what they have been used to. This is where learning and development comes into play. (Author’s Work, 2020)

For an organization to be able to move ahead and adopt these new and emerging technological trends, new business practices and new production techniques and to have a workforce that is able to successfully carry out its duties  it is important that the workforce of the organization must be educated and trained in these methods. This is where learning and development plays an important role. For the organization and it’s people to grow and succeed, learning is a key factor indeed. If any Organization wants to be on top of their game, it is essential for it to equip with people who believe “continuous learning” is the ladder which takes them there (Alipour, Salehi and Shahnavaz, 2009).

Armstrong And Taylor (2014) define learning and development as ‘the process of ensuring that the organization has the knowledgeable, skilled and engaged workforce it needs. It involves facilitating the acquisition by individuals and teams of knowledge and skills through experience, learning events and programs provided by the organization, guidance and coaching provided by line managers and others, and self-directed learning activities carried out by individuals’. This tells the reader that it is in the best interest of the organization to have a skilled and trained workforce and this will require the organization to facilitate the training and development of said workforce. Armstrong And Taylor (2014) also quote Harrison (2009: 8) in their book and say that  Harrison defined learning and development more broadly as ‘The primary purpose of learning and development as an organizational process is to aid collective progress through the collaborative, expert and ethical stimulation and facilitation of learning and knowledge that support business goals, develop individual potential, and respect and build on diversity.’ This implies that the more the workforce is encouraged by an organization to learn and develop it will result in the progress of the workforce in their duties and also help the organization develop and improve as a whole.

Armstrong and Taylor (2014) discuss about 4 methods of how an organization can uplift the competency of employees. These methods are “training, learning, development and education”. These 4 methods can be further defined as follows.

· Learning – (Mousa, 2012) quotes Sloman (2005: 2), who states ‘learning can be described as ‘a self-directed, work-based process leading to increased adaptive capacity’ or as Armstrong and Taylor (2014) state< learning is ‘the process by which a person acquires and develops knowledge, skills, capabilities, behaviors and attitudes. It involves the modification of behavior through experience as well as more formal methods of helping people to learn within or outside the workplace’. It can be summarized that learning is done by an individual through experience.

· Development – (Mousa, 2012) quotes (Garavan, 1997: 42.) as stating that ‘development involves learning thinking, doing and feeling’. By reading the above it can be concluded that development must refer to a much wider scope that includes learning education and training. It can be stated that development is the process of making oneself better that where a person previously was.

· Training – As stated by (Truelove, 1992: 273) ‘Training endeavors to impart knowledge, skills and attitudes necessary to perform job-related tasks. It aims to improve job performance in a direct way’ This may include classroom training and practical on the job training in processes and methods required in the workplace.

·  Education – As stated Armstrong, (2008) ‘the development of the knowledge, values and understanding required in all aspects of life rather than the knowledge and skills relating to particular areas of activity’. This can be achieved through formal study at an institution of learning through tutorage by instructors using printed or digital mediums and other practical activities.

When discussing about learning and training a clear difference must be shown between the two. (Reynolds et al, 2002) elegantly states this difference as ‘Learning is the process by which a person constructs new knowledge, skills and capabilities, whereas training is one of several responses an organization can undertake to promote learning’. This statement shows that in order for learning to occur the organization must initiate a proper training regime.  

Learning and development is extremely important to an organization for its continued growth and development and to stay relevant in the everchanging world of business. The organization that I currently work for has benefited greatly due to its continues use of regular training and development of its staff to ensure that they have the requisite knowledge and skills needed to perform their respective jobs. This level of training has been afforded to all employees: from the most junior member up to the most senior members of the workforce. (Author’s Work, 2020)

A good example of a learning culture can be seen in the works of Robyn and Geof (2002) where they discuss about the learning habits of AstraZeneca Australia. ‘AstraZeneca Australia has been actively involved in establishing a work-based learning and assessment system linked to career progression and remuneration strategies. Learning systems staff at AstraZeneca Australia have been involved in clearly defining skills required for the four levels of manufacturing practice. Manufacturing staff members are able to have their performance and skill level assessed against these defined skill standards. While much of the learning of required skills occurs somewhat informally (for example on the production floor or through team meetings with more experienced colleagues, or through employees completing self-paced learning modules), a formal and systematic assessment process by which employees’ skills acquisition is measured, has been implemented. Unlike Bartter’s, AstraZeneca Australia has not formally linked this skills acquisition program to the national accreditation framework or generic industry standards. However, skills standards established by this enterprise are closely if not formally aligned to general manufacturing standards. More recently, the Manufacturing Division has established a work-based management development program to better equip manufacturing managers for their managerial role’

The follow-up posts will establish how an organization may enact a learning culture in itself.

(Wheelie 2013)

References

Alipour, M., Salehi, M. and Shahnavaz, A. (2009). A Study of on the Job Training Effectiveness: Empirical Evidence of Iran. International Journal of Business and Management, 4(11), pp.63-68.

Amstrong, M.  Taylor, S.  (2014). Armstrong’s Handbook of Human Resource

Management Practice. 13th ed. New Delhi, Kogan Page Limited

(icmrindia.org, 2012) Rise and Fall of Kodak (2012) Available at: <https://www.icmrindia.org/casestudies/catalogue/Business%20Strategy/BSTR417.htm> [Accessed on 18 March 2020]

Garavan, T. N. (1997) "Training, development, education and learning: different or

the same?" Journal of European Industrial Training 21, (2) 39-50

Harrison, R (2009) Learning and Development, 5th edn, London, CIPD

Mousa Masadeh (2012). “Training, Education, Development and Learning: What is the Difference?” European Scientific Journal May edition vol. 8, No.10

Robyn Johnston Geof Hawke (2002) Case studies of organisations with established learning cultures. National Centre for Vocational Education Research, [online] <http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.87.6186&rep=rep1&type=pdf > [22 March 2020]

Reynolds, J, Caley, L and Mason, R (2002) How Do People Learn? Chartered Institute of Personnel and Development, London

Sloman, M. (2005) Training to learning [online] available from<http://www.cipd.co.uk/NR/rdonlyres/52AF1484-AA29-4325-8964-0A7A1AEE0B8B/0/train2lrn0405.pdf> [22 March 2020]

Strategic Human Resource Management. A Guide to Action. 4th Edition, London, Kogan Page Limited

Truelove, S. (1992) Handbook of Training and Development. Oxford: Blackwell

Wheeler, K.(2013). What’s the Difference between Training, Education, Development and learning[Online]. Availble at: < https://futureoftalent.org/whats-difference-training-education-development-learning>. [ 22 March 2020]