Training in the Workplace

Learning Theories

Learning is concerned with increase in knowledge or a higher degree of an existing skill.

Learning can be broadly divided into pedagogy and andragogy.

1) Pedagogy – Teaching / educating children. It is teacher centered / oriented.

2) Andragogy – Teaching / educating adults. It is participative

Theories of adult learning

1.       Andragogy

2.       Reinforcement theory

3.       Experiential learning-

4.       Cognitive theory

5.       Cybernetics and information

a)     Andragogy

Knowles’ theory of andragogy refers to teaching or education of adults. It focuses more on learning experiences that are primarily self-directed. It is more participatory rather than teacher directed. Andragogy means that instruction for adults needs to focus more on the process and less on the content being taught. Strategies such as case studies, role-playing and simulations are more useful. Instructors adopt a role of facilitator or resource rather than lecturer. Adults tend to present themselves to learning experiences that provides immediate education. Adults learn through a variety of methods which helps them discover principles that are related to their daily lives. An adult is motivated to learn when he or she senses a need is going to be met, a problem is to be solved, curiosity to be satisfied or a frustration to be relieved.

This theory emphasizes that adult learning is special in a number of ways, for example:-

·      Adult learners bring a great deal of experience to the learning environment. Educators can use this as a resource.

·      Adults expect to have a high degree of influence on what they are to be educated for, and how they are to be educated.

·      The active participation of learners should be encouraged in designing and implementing educational programs.

·      Adults need to be able to see applications for new learning

·      Adult learners expect to have a high degree of influence on how learning will be evaluated.

b)    Reinforcement theory

This theory was developed by B.F Skinner. Skinner believed that behavior is a function of its consequences. The learner will repeat the desired behavior if positive reinforcement follows the behavior. This is based on the fact that learners tend to be motivated when commended for successful accomplishment of a task. Positive feedback and knowledge of results ensures that learning takes place.

Positive reinforcement, or “rewards” can include verbal reinforcement such as “That’s great” or ‘You’re certainly on the right track” through to more tangible rewards such as a certificate at the end of the course or promotion to a higher level in an organization.

Negative reinforcement also strengthens behavior and refers to a situation when a negative condition is stopped or avoided as a consequence of the behavior. Punishment, on the other hand, weakens behavior because a negative condition is introduced or experienced as a consequence of the behavior and teaches the individual not to repeat the behavior, which was negatively reinforced.

c)     Experiential Learning

Experiential learning asserts that there are 4 stages of learning. The process of experiential learning can begin at any one of the stages but is continuous. Experiential methods include games, simulations, case studies and role-play.

Learning is:- 

·      Through concrete experience.

·      Through observation and reflection

·      Through abstract conceptualization

·      Through active experimentation

Experiential learning is equivalent to personal change and growth. All human beings have a natural propensity to learn, the role of the trainer is to facilitate such learning. This includes:-

·         Setting a positive climate for learning.

·         Gaining consensus on the purpose of the learning

·         Organizing and making available learning resources.

·         Balancing intellectual and emotional components of learning.

·         Sharing feelings and thoughts with learners but not dominating.

d)    Cognitive theory

This theory focuses on the mental and intellectual processes pertaining to learning. This describes the way in which people learn to recognize and define problems and experiment to find solutions.

According to this theory, people can discover things for themselves, they are likely to retain the skill and knowledge and use it when required. The methods used are case study, discussions, and workshops. It provides the rationale for workshop, participative and case study training and these help people to find solutions, rather than something they have been forced to accept by the trainer.

e)     Cybernetics and information theories

The basis of this theory lies in the concept of feedback. It suggests that feedback can control peoples learning and performance and lead to desired standards. It suggests that learning experiences must provide continuous feedback to the participant (stimuli) which must be monitored and controlled at all levels. Learning must be organized from the simplest concept to the most difficult. Learning is broken down into easily assimilated parts, each part can be learned by ensuring that trainees concentrate on an easily assimilated part at a time. This theory is the basis for computer based learning.

Characteristics/principles of adult learning

Adults learn best when:

·      They are interested and motivated, i.e. they have a problem to be solved, the curiosity to be satisfied or the frustration to be resolved.

·      The information is given to them in a logical order or consists of short notes. By planning training programs so that each successive step, builds on the previous one, the trainee is able to follow the steps in sequence.

·      They have the opportunity to practice or try out what they have learnt. They know how well they are doing i.e. when they are getting some feeling of success.

·      The teaching and subject matter are of real in their daily lives; learn to address a current real problem.

·      When the teacher recognizes that they have some experience and makes use of these experience in teaching e.g involving them in discussion or explaining their experiences.

·      When flexible learning programs are created.

Reach out to us for more insight on adult learning and training innovatehr@outlook.com 

Strategic HRM

The role of HRM in organizations has been changing significantly in the past decade. Taking a strategic HRM approach requires a greater focus on strategic thinking and processes. It means placing the management of human resources as a top priority and also integrating HRM with the company's strategy, mission, and goals.

Nowaday, HRM strategy is considered as equal with priority strategic in the overall strategy of the enterprise. HRM activities are not limited to those working in human resource department but also apply to everyone in that organization, especially the operating managers who have to carry out HRM activities effectively for their functions because they manage and control their resource directly. They also have to solve problems, make decisions, and prevent future difficulties. The operating managers have many HRM responsibilities, such as recruitment and selection, reward and punishment, promotion. Using HRM activities effectively will bring the benefit and reach the organization's goal.

Strategic HRM is defined as the development and implementation of human resource processes to enhance and facilitate the achievement of the organization's strategic objectives. The physicians is diagnosing the problem by examination an observation. After making a diagnosis, the physicians will prescribe medicine or a course of action. Almost these cases the patient will implement the prescription, and physicians will evaluate how the prescription is working.

In the process of implementing, operating HRM activities, managers use the ARDM model (A = Acquiring, R = rewarding, D = developing, M = maintaining and protecting). The ARDM will help the operating managers focus on a set of relevant factors. Therefore, managers have appropriate solutions to solve the problem.

Let us get your organisation working in the right direction, give us a shout today innovatehr@outlook.com

Performance Management in Contemporary Business

Performance Management is a hot topic in business today.  Many companies now understand that unless you develop goals and an associated Performance Management process it is difficult to;

1. succeed (as the entire company is not aligned in what it is trying to accomplish) and
2.  provide the corporation with a long-term focus that is achievable

In today’s competitive business environment, achieving organisational goals is highly challenging irrespective of the nature of the organisation be it private, public or non-profit organisation. In meeting these challenges, organisations are spending a considerable amount of time, energy and resources in setting goals and objectives, developing strategic plans, formulating strategies and devising strategic control mechanisms. The idea is to clarify the organisation’s goals and objectives, prepare a road-map for achieving those objectives, be able to monitor the organisation’s progress on a periodic basis, compare the actual results with the planned targets and take any managerial action if necessary. However, many organisations struggle with this process. For example, developing an acceptable performance measurement system is not an easy task as it gets confronted with a large number of intricacies from different interest groups. Some of these issues include what to measure whether inputs, outputs or income, how to measure, and the difficult of the quantification of performance measures. (Julian & Sharma, 2005)

According to (Dransfield, 2007), Performance management is an HRM process which is designed and concerned with getting the best performance from individuals, teams and the organisation as a whole. This is owned and driven by line managers. Effective performance management therefore involves sharing an understanding of what needs to be achieved and then managing and developing people in a way that enables such shared objectives to be achieved.

A well-developed performance management system should include the following:

        i.            A statement containing the organisation’s values

      ii.            A statement of the organisation’s objectives

    iii.            Individual objectives which are linked to the organisation’s objectives

    iv.            Regular performance reviews throughout the year

      v.            Performance related pay

    vi.            Training and counselling

With such a system in place it becomes possible to establish for a period of time the key result areas that an individual will be judged against. The results individuals achieve can then be judged against expected standards. A reward system can then be tailored to the way in which the individual enables the organisation to achieve its results.

Performance Evaluation is a multi-purpose tool which can be used to measure actual performance against expected performance, Provide an opportunity for the employee and the supervisor to discuss job performance, Identify employee training and development needs, and plan for career growth, Identify skills and abilities for purposes of promotion, transfer, and reduction in force, Support alignment of organization and employee goals, Provide the basis for determining eligibility for compensation adjustments based on merit and Provide legal protection against lawsuits for wrongful termination. The primary purpose of Performance Evaluation is to provide an opportunity for open communication about performance expectations and feedback. Most employees want feedback to understand the expectations of their employer and to improve their own performance for personal satisfaction. Employees prefer feedback that is timely and given in a manner that is not threatening. (Dossett & Greenberg, 2015).

Why Go For Performance Management?

You may ask yourself, what benefits would I derive from employing performance management in the work place? A few of them are listed below.

 Performance Management focuses on results, rather than behaviours and activities.
A common misconception among supervisors is that behaviours and activities are the same as results. Thus, an employee may appear extremely busy, but not be contributing at all toward the goals of the organization. An example is the employee who manually reviews completion of every form and procedure, rather than supporting automation of the review. The supervisor may conclude the employee is very committed to the organization and works very hard, thus, deserving a very high performance rating.

Aligns organizational activities and processes to the goals of the organization.
PM identifies organizational goals, results needed to achieve those goals, measures of effectiveness or efficiency (outcomes) toward the goals, and means (drivers) to achieve the goals. This chain of measurements is examined to ensure alignment with overall results of the organization.

Cultivates a system-wide, long-term view of the organization.
Richard A. Swanson, in Performance Improvement Theory and Practice (Advances in Developing Human Resources, 1, 1999), explains an effective performance improvement process must follow a systems-based approach while looking at outcomes and drivers. Otherwise, the effort produces a flawed picture. For example, laying off people will likely produce short-term profits. However, the organization may eventually experience reduced productivity, resulting in long-term profit loss. 

Produces meaningful measurements.
These measurements have a wide variety of useful applications. They are useful in benchmarking, or setting standards for comparison with best practices in other organizations. They provide consistent basis for comparison during internal change efforts. They indicate results during improvement efforts, such as employee training, management development, quality programs, etc. They help ensure equitable and fair treatment to employees based on performance.

Talk to us today and let us help get your organization focusing its energies towards the same goals.