Importance of Learning Theories and Styles in Staff Development - Assignment Example

0 Importance of Learning Theories and Styles in Staff Development 1 Compare different learning styles There exist four different types of learning styles with implications on how employees will approach training and development initiatives in an organization. The first category of learning styles is that some employees might display is called activist and involves employees who prefer to be aggressively involved in the learning process. This group covers those who are readily and willing to be involved in new events that enable them learn through experience with discussion and role playing being their most preferred approach to leaning. Secondly, there is the reflector style of learning and involves those who prefer to reflect, observe and make sense of learning around them and are therefore those who learn through watching others perform particular tasks and will only act by themselves after being given adequate time to think about the task at hand. The third category involves theorist learners which cover the group of people who prefer to learn by use of concepts and models presented by different theories. This group would therefore need time to do research or read before making a contribution on issues. Lastly, there is the pragmatist type who likes to assess practical application of their learning. Consequently, this group will look for learning that will improve their productivity in the workplace. These learning styles therefore indicate that learning should carter for different groups of employees (Collins, Emsell, and Haydon 183). 1.2 Explain the role of the learning curve and the importance of transferring learning to the workplace It is possible for organizations to understand the level of employee growth in experience as a result of learning or development through representations of information on a graph indicating the learning curve. On the learning curve, the representation of employee experience is on the horizontal axis while employee performance level is depicted on the vertical axis with the employee learning experiences being as a result of different events and situations which expose them to new challenges and problems that would need solutions therefore resulting in improvement in the employee skills needed in performance of different tasks in the workplace. Using the representation of learning and experiences on the learning curve, employers are able to make a follow up on the developmental stages of their employees as they continue to gain more knowledge through exposure to new experiences. Additional experiences exposed to an employee are supposed to lead to additional level of in terms of their ability to perform specific tasks that they could not perform before. Therefore, employers will use the learning curve to differentiate employees who are gaining more practical skills from those who have not improved their performance levels (Bohlander and Snell 303). Transferring learning is an important aspect part of developing organizational memory which ensures the organization retains important knowledge and skills even when those who have been around for many years leave the organization. Transferring learning can also play a part in the organization’s succession planning as it target harnessing of this wealth of knowledge and ensure it is relocated to younger generations who will certainly undertake crucial leadership responsibilities. In the long run, transferring learning protects the organization against any vacuum that might arise due to lack of leadership or particular skill (Whitmell 102). 1.3 Importance of including learning theories and styles to planning and designing of a learning event Learning styles and theories are important contributors to successful learning events especially when such learning is tailored to suit employees’ traits based on whether they belong to activist, reflector, theorist or pragmatist, group of learning styles with effective theories also being necessary for meaningful knowledge to be gained. Learning even will only be counted as having achieved the set targets when employees gain new experiences from the event. However, when the planning and designing of a learning event fails to include various learning styles and theories in the process, there are chances of failure since employees will not acquire important skills and knowledge. Therefore understanding the involvement of learning methods and theories when palming and designing a learning event is important for the whole program to achieve the set objectives. 2.0 Training and Developments Plan and Design 2.1 Compare the training needs for staff at different levels in an organisation At MacDonald’s training is done for all the levels of employment in order to develop employees with the skills and attitudes required to sustain high quality services. This training is also conducted to suit the needs for both customer service and at management levels. For faster and accurate knowledge and skill transfer, most of learning for MacDonald’s employees are done as part of the on-the-job" training programme for every employee starting from customer service to those in management (MacDonald’s). Although those who are going for management positions will not be involved daily with the direct serving of customers and working in the grill area, they must take time to familiarize with the functioning of these areas. This is because MacDonald’s require every employee up to the management level to have skills in how different workstations are designed and operated. Being a training that is based on learning from practical participation in the relevant tasks, MacDonald’s requires a more experienced instructor to walk with the trainee indicating all the requirements of the position applied for. For those operating at the store level, training is done through an orientation process that involves watching a video of how different operations are being done in the store. After getting used to the store operations through watching the video, a trainee is then taken through the practical aspect where the trainee works with an experienced person who informs them of what they need to know. For employees being trained for management positions, the program involves being taken through a McDonalds Management Development Curriculum. Apart from on-the-job training, management trainees must also go through other programs that include open learning development in addition to courses and seminars carried out at National and Regional Training Centres (Freifeld). 2.2 Assess the advantages and disadvantages of training methods used in an organisation The staff training approach undertaken by MacDonald’s has a number of strengths which makes it effective in meeting the needs of the organization. Among the advantages is the effectiveness of on-the-job training in improving the skills of the trainee who are taught through practical aspects involved in their daily responsibilities. At the end of the training, the employee has been taken over every aspects of their work that they require to be successful in the position. The learning by doing aspect of the training creates a long-lasting impact on the employee due to high retention levels. The method of training also leads to instant feedback since the trainer will be readily available to oversee whether the skill has been transferred successful. The trainee also gets the chance to seek clarification until perfection in operation is achieved. This is a perfect approach to training as opposed to offering theoretical learning which might pose challenges during the process of applying the new skills. For those in management, MacDonald’s offers thorough training which covers all the aspects of operations undertaken by the organization especially those related to the interactions with customers. A management trainee will have to master all the stations and operations curried out in addition to learning about their areas of specialty be it on policies, finance or shift management (Freifeld). Even as the method undertaken by MacDonald’s results in a number of strengths, there are also some disadvantages that result from the design of their training program. One of the disadvantages is that MacDonald’s wastes resources on areas that it can avoid. The resources used to train management staff on kitchen and grill matters can be applied to other areas where it will be useful to the trainees. The orientation program undertaken to inform trainees on the expectations of the organization can be intimidating leading to some losing interests in some position even when they have the skills or ability to learn. This is because during such orientation process, trainees are informed of the high expectations that the MacDonald’s expects them to fulfil. 2.3 Use a systematic approach to plan training methods used in an organisation The systematic approach to training is a suitable approach which can be used to manage training at MacDonald’s. This approach is necessary since it ensures every participant is adequately prepared for their roles since it is based on a logical approach of to establish what people need to know and do in a specific occupation. The first step in systematic approach to training is to conduct a needs analysis which will indicate whether training must be conducted. Needs analysis is done with a view to identifying existence of a problem that must be solved through training. If it is determined that training must be conducted, it must be followed up with the decision over the type of training suitable to eliminate the problem from the organization (Gupta 130-132). Assessing the need to train is followed by the planning and designing of appropriate training where existing problems are weighed against existing training approaches to decide whether the traditional approaches will be able to handle the problem adequately. Problems that might require special attention are therefore taken through the rest of the Systematic Approach to Training procedures with the full extent of training needed to improve employee performance being taken into consideration. At this stage planning is done to suit individuals or manageable groups as well as the equipments in terms of the allocated timeframe. There is also the cost assessment that is considered which will also depend on the number of employees to be trained and the time which might range from days to months. Therefore, planning will have to accommodate limitations such surrounding budgetary issues, facilities, operational demands and availability of trainers (Gupta 130-132). The next stage in Systematic Approach to Training involves implementation of the training and is a stage where the employees are taken through actual learning activities aimed at improving the recognized areas. Employees are required to show commitment to this training approach through active participation. The material developed in the designing phase is now put into implementation as information about the job or occupation that requires particular skill is analysed. Following the implementation of the approach, the next step is evaluation to determine whether skills are being transferred to the employees that can be carried out at the end of the training sessions or by making assessments after every stage of the process. Employees are given a chance to indicate whether they are now ready to practice the acquired skills in their occupations. Reflection on the whole ;process of training is also done to determine if training achieved desired goals and objects, improve employee performance or solve an existing problem and whether the was useful (Gupta 130-132). Figure 1 3.0 Evaluation of Training Event 3.1 Prepare an evaluation using suitable techniques This report will adopt the five-tiered approach developed by Francine Jacobs based on its usefulness in assessment of the program implantation (Laufgraben and Shapiro 98). The five-tiered approach has found widespread application in deferent programs and can therefore be used in evaluation of a training event. The five-tiered approach is based on five steps that include need assessment, monitoring and accountability, program clarification, progress and program impact in assessment of the outcomes. Needs assessment in this case covers the identification of the problems hindering employee performance of their roles and the level of need for improvement. Secondly, monitoring and accountability involves coming up with a target group with the content needed to improve their skills and experiences also being determined. The third tier features development of better approaches to improve the program to make it more effective in meeting the needs of the targeted group. The fourth tier the employees under the program are assessed using techniques such as questionnaires and observation to find out their reactions and perspectives on the ability of the program to solve identified problems. Lastly, there is the program impact tier whose role is to assess the long-term impact of the group under the program. 3.2 Carry out an evaluation of a training event The five-tiered approach was used to evaluate the training of the new staff at a MacDonald’s outlet to indicate whether employees had gained useful skills by attending training. This evaluation indicated the employees portrayed a high level of concentration during the training session as evident from the high number of questions that were raised from the trainees. The trainees adhered to the demands of the systematic approach to training which requires them to be proactive in the event therefore ensuring the successful transfer of knowledge. 3.3 Reviewing success of evaluation method Use of five tiered approach proved to be a success as it indicated a number of important areas that desired outcome had been achieved in addition to areas that would need more time for complete knowledge and skills reference. However, the since the evaluation was done soon after implementation of the training program it was not possible to assess the long-term impact of the training. Consequently, there is need for the evaluation to be carried out again but at a later date to assess whether the skills acquired are long-lasting or the trainees would need refresher training for them to maintain the skills. 4.0 Skills Development Initiates by the Government 4.1 Explain the role of government in training, development and lifelong learning The UK government has in recent years indicated its support to programs aimed at training, development and lifelong learning. This approach by the government is based on the realization that skills that are acquired in the formal educational institutions and before one gets a job might not be adequate to quarantine employment for many of the citizens. Government initiatives that promote training, development and lifelong learning are based on the fact that basic education provided by the system of education in UK is only important in providing foundations for skill acquisition. However, there is knowledge and skill gaps that make graduates from educational facilities lack the requisite level expertise for gainful employment. Additionally older members of the society are being encouraged by the government to join adult learning facilities especially when they have not been able to access employment due to lack of practical knowledge and skills useful in the workplace. Consequently, the UK government has promoted the notion that learning does not end with the completion of formal education as means to encouraging more people to take advantage of available initiative further their studies or develop relevant skills that will enable them earn a living (Streumer 97). To achieve this, the government is involved in the legislative and regulation of training, development and lifelong learning to ensure both public and private organization conform to the legal requirements about the need for employees to continued acquiring relevant knowledge. Introduction of legal protection to employees who seek further training, development and lifelong learning ensure they are not victimized by employers through sacking or being denied salaries or study leave. Therefore, the role of the UK government is to ensure employees have a statutory right to demand for time off from workplace in order to study and that after being granted this time, the employee is not victimized by the employer (Streumer 97). 4.2 Explain how the development of competency movement has impacted on the public and private sectors Adoption of competence management has led to a shift in how public and private sectors operate especially in the area of human resource management. Due to the introduction of the competency movement, employees are increasingly taking charge of their own learning and acquisition of relevant skills. Since competence is the yard stick used by organizations to improve performance recoded by their employees, the need to remain competitive becomes the initiative of an employee who must satisfy the available employment criteria to occupy a given position in the organization. The role of employees becomes evaluation of available skills to determine the best suited employee while the employee struggles to remain relevant to the organization (Horton 9-10). Due to the introduction of the competency management in private and public sectors, employees in organizations that follow this perspective have had to agree to an annual performance plan that identifies a number of objectives used in the assessment. Based on this framework, it is now common to find organizations implementing annual performance appraisal systems which asses and reviews employee performance against the goals and objectives that have been predetermined. Based on the predetermined goals and objectives, the employee perform is areas of analysis that might include aspects such as exceptional, satisfactory or unsatisfactory performance based on the yearly analysis of how the employee undertook assigned tasks and responsibilities in the workplace. In addition to the performance appraisal there has also been the introduction of performance related pay with employees who are categorized under exceptional receiving more bonuses followed by those categorized as satisfactory and lastly the unsatisfactory. Interventions must then by implemented for those in the unsatisfactory bracket and involves line managers coming up with performance improvement plans such as training and procedures on how to conduct a review of the plan (Horton 8). 4.3 Explain how contemporary training initiatives introduced by the UK government contribute to human resource development The UK government has increased its participation in human resource development efforts through the introduction of a number of measures aimed at improving knowledge and skills possess by employees. Through initiatives such as Individual Learning Accounts, Career Development Loans and Youth Training Entitlement , the government has reduced the cost of training for individuals wishing to improve their skill levels (Ryan 5). Such moves are important for employees of MacDonald’s especially due to the introduction of the competency based management where employees are promoted and remunerated based on their performance. Employees can easily improve their knowledge as part of the costs of training will be met by the government initiatives. Therefore, government initiatives in this case reduce the financial burden on those who wish to undertake further studies. Additionally initiatives such as discount on information technology learning under the individual learning accounts (Ryan 14) provides impetus to workers at MacDonald’s to improve their computer skills as a number of services in the organization is being automated. Acquiring advanced skills in computer applications will mean when computerization of departments occurs, employees who had taken advantage of this provision will retain their job positions while those lacking the required skills will lose their jobs or be transferred to other areas. Therefore, the UK government is an important stakeholder in human resource development due to the introduction of initiatives that facilitate employees to improve their skills. Works Cited Bohlander, George, and Scott Snell. Managing human resources. Stamford, CT: Cengage Learning, 2006. Print. Collins, Chris, Peter Emsell, and Jon Haydon. Leadership and Management Development. Oxford: Oxford University Press, 2011. Print. Freifeld, Lorri. McDonald’s Recipe for Success. Training magazine, n.d. Web. 27 July 2014. Gupta, Badrilal. Competency Framework for Human Resources Management. New Delhi: Concept Publishing Company, 2011. Print. Horton, Sylvia. competency management in the British central government. Leuven, Belgium: K.U. Leuven, Public Management Institute, 2010. Print. Laufgraben, Jodi Levine, and Nancy S. Shapiro. Sustaining and improving learning communities. New Jersey: John Wiley & Sons, 2004. Print. “Training, Education and Benefits”. MacDonald’s. n.d. Web. 27 July 2014. Ryan, Paul. Lifelong learning: potential and constraints with special reference to policies in the United Kingdom and Europe. Geneva: ILO, 2003. Print. Streumer, Jan N., ed. Work-related learning. Dordrecht: Springer, 2006. Print. Whitmell, Vicki, ed. Staff planning in a time of demographic change. Lanham, Maryland: Scarecrow Press, 2005. Print. Read More