Learning Process, Training and Development

Learning Process, Training and Development

1. Bass and Vaughan (1996)- Learning is when a change in behaviour occurs as a result of practise or experience.

2. Behaviourist Learning

   • Pavlov (1927) Skinner (1953)- 'the drive' is the instinctive need or motivation to learn
     • Pavlov (1927)- Trained dogs to salivate when a bell rang. Conditioned response- associating bell with food.
     • Skinner (1953)- Reinforcement learning through Pigeons playing ping pong
   • Foot Hook and Jenkins (2016)- organisations need to understand what will motivate workers to learn and ensure HR policies support this.
   • Criticisms...
     • Behaviourists use positive/ negative reinforcement. Positive if generally more effective than negative in a change in behaviour in the long term.
       • Foot, Hook and Jenkins (2016)- 'Practise with appropriate feedback makes perfect'
       • Gladwell (2004)- People need talent too and opportunities to show talent

3. Experiential Learning

   • Learning Cycle (Kolb, 1974; Honey and Mumford 1992)
     • Stage 1- Let experiences come to you (reactive), or seek out experiences (proactive)
     • Stage 2- Review experience
     • Stage 3- Conclude from experience eg lessons to be learnt.
     • Stage 4- Planning next stage
     • Four stages all Mutually dependent

4. Learning Styles

   • Activists
     • Foot, Hook and Jenkins (2016)- Get involved in whatever is happening eg new experiences
   • Reflectors
     • Foot, Hook and Jenkins (2016)- Stand back and observe experiences from different perspectives
   • Theorists
     • Foot, Hook and Jenkins (2016)- turn observations into logical theories.
   • Pragmatists
     • Foot, Hook and Jenkins (2016)- try out new ideas, theories and techniques.
   • Fleming (2001)- Visual, Auditory and Kinaesthetic learners.
   • Foot, Hook and Jenkins (2016)- Employees need to be aware of individuals learning styles and keep up to date with new discoveries about learning.

5. Torrington et al (2011)- Learning and Training Model

   • Stage 1- Identifying learners needs
     • Bratton and Gold (2007)- identify training needs through gaps between work performance and standard of work criteria
     • Harrison (2009)- Training Approaches
       • Organisational- Whole organisation eg strategy analysis
       • Intermediate- Team or profession level eg skills audit, appraisals.
       • Individual- Own needs eg self assessments
   • Stage 2- Design Development Activity
     • Beardwell and Claydon (2011)- Fits with objectives etc. Eg Away days, teaching
   • Stage 3- Development Activity
   • Stage 4- Evaluate
     • CIPD (2007)- prove value and quality of training.
       • Kirkpatrick- 4 Levels of evaluation; Reaction, Learning, Behaviour and Results.

6. Trends

   • CIPD (2014)- 51% of respondents using training as an approach to learning, regarding most effective method of L&D by 53% of respondents.
   • CIPD (2014); Conerstone (2014)- ELearning 3rd popular method
   • Foot, Hook and Jenkins (2016)- L&TD adds value to organisations by attracting and retaining talent

7. Induction

   • Foot, Hook and Jenkins (2016)- Help employee settle in properly and learn about the company.
   • XPertHR (2015)- promote image, benefits employee.

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