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