Human Resource Management
Training & Development
Presentation 1
1
Learning Outcomes
By the end of this session you will be able to:
 Understand the strategic considerations
surrounding training
 Understand different learning theories and styles
 Understand the variety of learning and teaching
methods and their application
 Consider the factors required for a training
programme
 Design a simple training programme
2
The importance of training
The European countries with the best general and
vocational education systems will increasingly possess a
competitive advantage as Western European economic
integration progresses. Well-trained labour forces are
productive (hence off-setting the higher wages that
trained workers normally command), cohesive
cohesive,
motivated and (most importantly) capable of
accommodating change and introducing
technologies…..It follows that long-term neglect of
industrial training in any European nation is sure to put
its businesses at a disadvantage when faced with
intense competition from rival countries.
( Graham and Bennett 1995 )
3
Activity
Why might organisations be
reluctant to train their workers?
4
Training to meet a need
 Many sceptics see training as an expensive,
unnecessary luxury, rather than an integral part
of achieving organisational effectiveness.
 Training can be viewed as a cost rather than an
investment.
 Greater emphasis has been placed on
developing training programmes which match
the strategic objectives of the organisation.
5
Definition of Learning
Honey & Mumford (1986) cited in Foot &
Hook (1999)
Learning has occurred when someone:
knows something they did not know
earlier, and can show it
is able to do something which they were
not able to do before
6
Learning Theories
Cognitive Theories - belief that learning
occurs in the mind
Behaviourist Theories – focus on
observable behaviour
see Pavlov (1927) – stimulus/response
Skinner (1953) – use of reinforcement
Experiential Learning
see Kolb et al. (1974)
7
Kolb – Experiential Learning Cycle
Concrete
Experience
Testing
implications of
concepts in new
situations
Observations
&
Reflections
Formation of
abstract concepts
& generalisations
8
Activity
Think of situations in which you feel you learnt
something.
 What was your motivation to learn?
 Was there a stimulus to increase your drive to
learn?
 Was there any reinforcement of your learning?
Foot & Hook p.172
9
Learning Styles
Honey & Mumford (1986) have developed a
questionnaire which identifies:
Activists
Reflectors
Theorists
Pragmatists
10
Learning and Teaching methods used
in Organisations
 Lecture
 Role Play
 Group Discussion
 Video
 Project
 Case Study
 Computer based training
 Guided reading
 In tray exercise
11
Activity
Which of the learning and teaching methods
would suit each of the learning styles?
12
Considerations for developing training
programmes
 Factors to take into account:
Rationale – What are you trying to achieve?
Number of participants – You may have to structure your
course differently depending on how many you have to
‘teach/train’
Time available – What can you do in the time available
in order to meet your objectives?
Cost – Non productive staff, trainers costs, facilities
costs etc.
Location & Resources – Where?, cost of venue, cost of
travelling, appropriateness of ‘learning environment’,
consideration of additional resources, such as I.T.
13
Rationale for training
This provides the strategic overview explaining why you are
intending to ‘intervene’ in the way proposed.
 It will illustrate the need for the course and
 will often include a justification on the grounds of ‘cost’
and or ‘investment’
 will explain what the course will include with reasons for
the choice of content
 will explain the ‘learning & teaching’ methods, i.e. how it
is going to be taught and how this is an effective way for
the participants to learn
 Will explain how it is going to be assessed and how this
is a reliable method of assessment to ensure learning
has taken place.
14
Designing the programme
 Learning Outcomes – i.e. what your participants
will be able to do as a result of the course.
 Content – What is the topic? What are the most
important parts? How will you structure the
session(s) to ‘cover’ the necessary content?
What’s the ‘best way’ for people to learn this?
Will they learn by listening to an expert?; doing it
themselves? (i.e. having an experience); reading
about it?; observing someone else do it? etc
 Assessment – How do you know whether
anyone learned anything and gained from this
event?
15
Activity
Riding a bike
Aim: You are to design a training course to teach
children to ride a bicycle safely.
State:
your learning outcomes
the resources you require
the time needed
the cost
the content of the course and the learning and teaching
methods
your assessment methods – explain your reasons
how you would evaluate your effectiveness
16