Learning, Training and Development - Essay Example

? Topic: Lecturer: Presentation: Introduction The key to organization success is having individuals who have the knowledge, skills, attitudes and abilities to perform their tasks effectively. Modern organizations operate in a turbulent environment characterised by technological, social, political and economic changes which require the organization to have the ability to adapt accordingly (Armstrong, 2009). Due to globalization, organizations have established braches worldwide and competition has increased tremendously. An organization thus requires having the right people who can propel it to attain competitive advantage in the global market or risk losing business. The stakeholders have continued insistence on having a return on their investments thus human resource managers should ensure the workforce is efficient enough to produce desired results. This calls for continuous learning, training and development in the workplace so as to ensure the workers have the right skills to adapt to any changes and to fill any skill gaps that may exist in the workplace hence transforming the organization into learning organization (Senge, 2006). Unlike in the past, modern learning and development is linked to the overall organization strategy to ensure high organization performance and effective change management hence training has moved from individual and group learning to organizational learning (Dunphy & Stace, 1993). There is also a greater need for employees to manage their own learning so as to develop their careers as well as their performance. The paper will discuss the learning organizations formed through continuous individual, team, and organizational learning. Individual Learning Buckley and Caple (2009, p. 6) define individual learning as ‘a process whereby knowledge, skills and attitudes are acquired by an individual through experience, reflection, study or instruction’. The individual gains personal growth which he/she uses to enhance performance and develop career. Sadler-Smith (2006, pp. 97-124) identifies various theories that underpin learning at an individual level. These include; cognitive, behaviourist, social learning, and situated learning theories. The cognitive theory implies that an individual acquires knowledge and problem solving skills that he/she transfers to new tasks through mental processes. The behaviourist theory by Ivan Pavlov, Skinner and J.B Watson views learning as a reaction to stimuli and individuals differ in their rate of learning. The social learning theory by Bandura emphasizes learning through experience since individuals cannot rely on their own actions only. They learn by observing others and only display the learned behaviour when they expect a reward. Harri-Augstein and Thomas (1991) argue that learning is ‘a conversational construction, reconstruction and exchange of personally significant, relevant and viable meanings with awareness and controlled purpossiveness’ (329). The language of dialogue used in the conversation is in form of internal thought processes and external processes of communication with others which leads to purposeful enquiry and change in mental models. The role of training practitioners is therefore to facilitate the process of dialogue and enquiry. Group (Team) Learning Group learning occurs as a result of collective individual learning. Sadler-Smith (2006) argues that learning takes place within a social framework of participation hence the need to learn as a group and work collectively to achieve a common objective. Since, employees learn from each other in the group, the group should comprise of individuals with different skills and are willing to share knowledge with other members (Fenwick, 2008). The teams should be committed, collaborative, and have good communication skills. However, the management has the role to keep the groups motivated so as to gain commitment and success by giving feedback, recognizing and rewarding performance and letting the group formulate its objectives. Organizational Learning Organizational learning entails learning at a whole organization level rather than at an individual or group level. This enables the organization to have the ability to respond quickly to changes in the business environment. According to Pedler et al (2001), organizational learning occurs when ‘the individual knowledge and experience in performing tasks contributes to the corporate vision, objectives and strategies’ (7). For learning to occur, individuals should be allowed to challenge traditional ways of doing things and make suggestions on change and innovations which can steer the organization towards high performance. They should also be allowed to experiment new ideas hence be able to make mistakes without being punished (Garavan, 2007). This encourages employees to innovate and learn through mistakes and share the information with others thus organizational learning. High Performing Organization A high performing organization according to Beer (2009) is one that achieves sustained high levels of performance through implementation of its strategies, eliciting commitment and enabling ongoing learning and change. Such organizations have the ability to outperform competitors for a long period of time. Senge (2006) views a learning organization as a highly performing organization as it continually expands its capacity to create its own future. It does so by aligning human capital to business strategy, talent management, good leadership, strategic use of technology, encouraging team work and commitment, employee empowerment, and having a customer and market focus among others. The systemic Framework To have a sustainable competitive advantage and to respond to environmental changes in a timely and flexible way, organizations engage in continuous learning at individual, group and organization level. The systemic framework which is vital for creation of high performing organizations is created by incorporating various training modules at individual, group and organization level. Some of these include coaching, action learning and strategic planning process. Coaching is aimed at improving individual performance and productivity. The coach aim is to achieve a specific skill development and change hence an individual is trained on- the- job. The coaching process involves collecting information on current performance levels. The coach then together with individual formulates goals and course of action to enhance performance. The coach then who mostly is the line manager facilitates the learning by offering support and feedback and carrying out follow-ups (Jarvis, 2006). Strategic planning is another model of learning. It involves setting vision, mission and objectives. The trainer then ensures performance plans are aligned with the mission then formulates strategies and actions for achieving the objectives. The trainer then provides the resources required to ensure proper implementation of the strategies. After implementation, monitoring and evaluation is required to ensure that the strategies are effective in achieving the organization vision, mission and objectives. Since there are many changes in the environment, new strategies are formulated or if some strategies are not working, they are reviewed. The process is cyclical in nature and helps the organization to learn new skills and be able to manage change (Stewart, 1996). It differs from coaching in that it is for the whole organization while coaching is mostly one on one basis between individual and the coach. However, both have goals to be achieved. Action learning is collaborative learning to solve real life organization problems (CIPD, 2011). It is used to solve complex problems and to design a new strategic direction. The process involves setting objectives, selecting the right people who meet to analyse issues and identify actions to resolve them. The group then returns to the workplace to implement the actions and reconvene later to discuss the progress and determine the way forward. The cycle is repeated until the problem is resolved and the learning process is documented for future reference. It is different from coaching and strategic planning in that it is practical and solves real work problem. It is similar to strategic planning as both involve use of groups to accomplish the mission. All these learning techniques are incorporated to form a systemic framework which is able to transform the organization into a high performance organization which according to Marquardt (2011) has five subsystems; learning dynamics, organization transformation, people empowerment, knowledge management and technology application. This involves designing a training programme which ensures continuous learning in the organization. The Training Programme Design The Assessment, Design, Development, Implementation and Evaluation (ADDIE) model is the one used in creation of a high performing organization (Marquardt, 2011). Garavan (2007) argues that training needs exist only when training is the most appropriate to address the need for current or future performance or if it is a present or future job objective linked to organization objective. According to Bee F and Bee R (2003), training needs analysis is a systematic gathering of data to find out if knowledge, skills and attitude gaps exist. This is to ensure that training is directed to the right areas and right people. The needs assessment data includes such details as the desired performance, number of trainees, their expertise and experience and their response to training. The trainees need learning materials hence the trainer needs to be aware of how training is to be supported, where, when and how it will take place as well as the beliefs and values of participants and availability of experts. The data can be obtained through interviews, previous training materials, stakeholders, and group discussions. The design entails details of the expected outcomes, the training plan and establishes the resources available. It also seeks to find out the challenges or constraints that may affect training. Assessment of knowledge, skills and attitudes helps the trainer to make decision on the type of training design required (Honey, 2003). The design is followed by development of the training content and activities. When developing the content, the trainer should take into account the needs of the adult workforce as well as the new entrants. Knowles (1990) notes that adult learning is context-oriented and they have greater volume and variety of life experience hence their content differs from that of youth workers. Learning should also be linked to performance needs as trainees expect pay-offs. The programme is then implemented or delivered. There are various delivery methods that the trainer can use depending on the learning styles of the trainees. Kolb’s experiential learning model is the most influential in learning (Sadler-Smith, 2006).Some trainees are actively involved in learning process while others prefer unstructured learning environment. Others are good in sharing ideas, like analysing and evaluating ideas as well as working independently while others enjoy watching and listening. All these learners need different training methods thus it is the duty of trainer to decide the mode of delivery. The delivery methods include; on-the-job training, study groups, web events, videos, podcasts, and e-learning. These enable trainees to learn as individuals or groups and at any geographical location. However, various factors should be considered before choosing a delivery method so as to get the desired results (Honey, 2003). The trainer should consider the goal of the organization and learning objectives, level of participation required, number of learners, level of urgency, resources available, location of learners, the likelihood of repeating the training and stakeholders’ preferences. Stakeholders provide resources and support hence need to be involved in determining delivery methods but as Garavan (2007) puts it, the trainer may disagree with the stakeholders if he/she feels that the method may not be effective. To ensure the learning experience is translated into the desired results or learning is applied to work setting, evaluation is important. It helps to determine what methods are working and which ones are not and the reason why. It also enables trainer to know if needs are being addressed. Beattie (2006) argues that evaluation is carried out to so as to make decisions on the interventions to adapt in the future. Also to provide evidence of investment in human capital as well as determine value of the intervention. Bramley (2003) gives two approaches to evaluation. The first approach views evaluation as testing where goals are set for achievement of higher levels. Tests set standards for applicants in selection to particular jobs and act as a criterion for professional body membership. The second approach views evaluation as meeting objectives which act as basis for planning and preparing tests. The Kirkpatrick’s model is the one mostly used to carry out training evaluations and entails four levels. The first level evaluates reactions from participants, their satisfaction and their plan of action. Data is obtained through participants’ feedback questionnaires, informal comments and focus group sessions and surveys. The result shows how the participants view the training and development and how they intend to apply the learning gained in work setting. The data is useful in enabling trainers to redesign the training programme or change the content (Phillips & Stone 2002, p. 4) Level two is learning. Data is obtained through supervisor reports, on-the-job assessment and test scores to determine whether learning has occurred or new knowledge, skills and attitudes have been acquired as a result of training. The information is also helpful in making changes to the content, design and delivery. However, prove of learning does not automatically lead to application of the learning in a work setting hence is not prove of improved performance hence another level of evaluation is important (Phillips & Stone, 2002). The third level involves behaviour changes due to learning. It is the application of learning in a work setting. It determines why the application of learning is or is not working according to plan. Data is obtained from observation, self-assessment questionnaires, and feedback from customers, workmates, and managers. The final level is results obtained from financial reports and quality inspections. It measures actual impact of training on business performance which may include high output, customer satisfaction, cost of the program, time consumed among others. Phillips and Stone (2002) consider another level as important. The value of training is to give returns to stakeholders hence measurement of return on investments. After evaluation, the human resource development practitioners use the lessons learnt to develop new programmes and use the methods that have worked on subsequent training activities. The programme is guided by various learning principles; Learning should not be confined to classroom, motivation is vital hence learning should be performance based and tied to business objectives and that learners learn best if they have opportunity for reflection. The andragogical learning model guides adult learning and is based on the following principles; their learning is life-centred, they need self-directing, they are ready to learn things that help in coping with real life situations and are motivated by internal pressures (Knowles, 1990). The systemic framework is vital for creation of a high performing organization. It enables learning to take place continuously in the whole organization through continuous needs assessment, design, development, implementation and evaluation of learning. If learning and development is ignored, the organization risks being pushed out of the market. If individuals do not experience development in their career or do not have sufficient skills to perform their tasks, they are dissatisfied with their job hence lose morale leading to low productivity, poor performance, high labour turnover and poor services leading to customer dissatisfaction (Armstrong, 2009). The organization will also not have sufficient skills to respond in a timely and flexible way to the rapid technological, social, cultural, political and economic changes. A successful organization according to Harrison (2005) should have a ‘big idea’ where people are linked to organization performance. The individuals, groups and organization as a whole are facilitated to learn hence enabling the organization to transform itself and thus remain competitive in the business environment. In order to remain competitive in the business environment and adapt to changes, organizations have transformed into learning organizations. Buckley & Caple (2009 p. 7) define a learning organization as an ‘organization which facilitates the learning of its members and continually transforms itself’. The organizations thus engage in strategic human resource development to ensure effectiveness. The management shows commitment to this course by supporting learning and development in the organization, for example, by providing learning materials, time and other resources as well as giving feedback on performance. The role of trainers is to ensure high performance of the organization by facilitating learning. However, employees should be encouraged to manage their learning and experiment their ideas in a blame free environment to encourage innovation and creativity. They should also be allowed to challenge existing culture or knowledge (Walton, 1999). For learning to lead to high performance, the trainers should be competent and skilled. They should have good presentation skills, negotiation skills, and knowledge of the training content. An organization that has not transformed itself to a learning organization often performs poorly in the global market. An organization needs to embrace learning thus continue encouraging learning at the individual, group and organization level. It is not able to respond to effectively to internal and external environment pressures. These changes need employees to continue enhancing their knowledge, skills, attitudes and abilities and be able to change their mental models so as to cope with the changes. Modern organizations engage in restructuring, reengineering which require workers to have skills relevant in the market or the organization may not be able to compete effectively with similar organizations. Besides, employees are attracted to organizations that value their contribution hence an organization that does not encourage personal development risk losing its talented workers (Dunphy & Stace, 1993). Individuals in a learning organization share a common vision. If an organization does not have a vision, the workers may not know what is expected of them hence may be resistant to any changes. Personal mastery is also not encouraged as it is seen as a threat hence individuals are demotivated and may not work efficiently leading to poor performance. A learning organization embraces the culture of employee empowerment by involving them in decision making and allowing them to challenge existing culture. They thus feel valued and therefore are committed to the organizational goals. An organization that does not embrace such culture may not achieve high performance due to lack of commitment from workers (Hughes, 2003). Line managers act as change agents in the organization by encouraging individual and group learning. However, some employees are resistant to change especially if their needs are not taken into account. In organizations where learning is not encouraged, the learners especially the adult learners who like being responsible for their decisions and only engage in rewarding activities may be resistant to learning due to fear of changes and this is a barrier to improved performance (Caldwell, 2000). To be a highly performing organization, an organization needs to be a learning organization which facilitates learning and continually transforms itself. Conclusion Individual, team and organizational learning form a systemic framework vital to creation of a high performing organization. This organization commonly referred to as learning organization engages in continuous training, learning and development hence is able to adapt effectively to any internal or external environment. It operates as an open system where employees can challenge existing organization culture and experiment ideas without being reprimanded for failure. Training is systematic in nature and begins with needs assessment to evaluation of training to ensure learning takes place in work setting and that business impact produces a positive return on investment for stakeholders. The knowledge, skills, and attitudes gained during learning are used to perform current roles as well as future roles effectively thus high performance for the organization. However, the trainers should have the necessary skills and competencies to select, design and deliver training effectively. The management should facilitate training especially through the line managers for training to produce results and to gain commitment from participants as well as trainers. A learning organization is able to compete effectively in a competitive global environment and adapt faster to any changes. References Armstrong, M. 2009. A Handbook of Human Resource Management Practice. 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