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Adrian Gauci erudition and emergence Strategy Adrian Gauci Adrian Gauci BA (Hons), MA, triple MBA (New York) crease lector and MBA address supervisory program Adrian Gauci EMPLOYEE DEVELOPMENT Employee Development of HR development is about the furnish of learnedness, development and fostering opportunities in order to improve individual, team and organisational performance. The description of development suggests a fulfilment of innate authority and ability through continuous involvement rather than just timely interventions to satisfy gaps in familiarity and ability.Adrian Gauci BA (Hons), MA, bivalent MBA (New York) contrast proofreader and MBA utterance supervisory program Adrian Gauci Learning and development Learning and development is the process of acquiring and developing knowledge, skills, capabilities, behaviours and attitudes through breeding or developmental experiences. It is come to with ensuring that the organization has the knowledgeable, ski lled, engaged and committed workforce it needs. Adrian Gauci BA (Hons), MA, double MBA (New York) condescension proofreader and MBA address supervisor Adrian Gauci Learning and development Learning is a continuous process that non only enhances real capabilities but also leads to the development of the skills, knowledge and attitudes that prep atomic number 18 tidy sum for enlarged or higher-level responsibilities in the future. As explained by Honey and Mumford (1996) Learning has happened when populate can demonstrate that they know something that they did not know before (insights, realizations as well as facts) and when they can do something they could not do multiple MBA (New York) argumentation proofreader and MBA discourse Supervisor Adrian Gauci BA (Hons), MA, before (skills). Adrian Gauci Learning and development Development is concerned with ensuring that a persons ability and potential ar grown and realized through the supply of acquire experiences or t hrough self-directed (self-managed) breeding. It is an unfolding process that enables people to progress from a express state of understanding and capability to a future state in which higher-level skills, knowledge and competencies be deald. readiness involves the application of formal processes to impart knowledge and help people to acquire the skills necessary for them to perform their jobs satisfactorily.Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business lector and MBA harangue Supervisor Adrian Gauci KEY L&D TERMS reading Learning is relatively permanent changes in behaviour that occurs as a result of practice or experience. EDUCATION The development of Knowledge, values and understanding required in all aspects of life rather than the knowledge and skills relating to particular areas of activity. DEVELOPMENT the growth or realisation of a persons ability and potential through the provision of teaching and educational experiences. preparation The plotted s ystematic modification of behaviour through learning events, programmes, and teaching method which enable individuals to extend to the levels of knowledge, skills and competence to carry out their work effectively. Source Armstrong-handbook of Personnel Management practices. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business proofreader and MBA discourse Supervisor Adrian Gauci Elements of learning and dev Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business reviewer and MBA sermon SupervisorAdrian Gauci Characteristics of formal and informal learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA oration Supervisor Adrian Gauci ROI Return on investment (RoI) is advocated by some commentators as a means of assessing the overall electric shock of training on organizational performance. It is calculated as Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and developm ent strategy Learning and development strategy represents the approach an organization adopts to discipline that now and in the future, learning and development activities support the achievement of its goals by developing the skills and capacities of individuals and teams. It can be described similarly as strategic human resource development, defined as follows. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and development strategy It is fundamentally concerned with creating a learning destination that impart gain learning and will provide the basis for planning and implementing learning activities and programmes. This concept of a learning culture is associated with that of the learning organization. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Elements of LD strategy Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci A learning culture A learning culture is one that promotes learning beca drop it is recognized by top management, line managers and employees generally as an essential organizational process to which they are committed and in which they engage continuously. Reynolds (2004) describes a learning culture as a growth medium, which will encourage employees to commit to a range of positive discretionary behaviours, including learning and which has the following characteristics empowerment not supervision, self-managed learning not instruction, long-term substance building not short-term fixes. Reynolds suggests that to create a learning culture it is necessary to develop organizational practices that raise commitment amongst employees and give employees a sense of purpose in the workplace, grant employees opportunities to act upon their commitment, and offer applicative support to learning. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Bus iness Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci The learning organization The learning organization, as defined by Senge (1990) The learning organization is one where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thought are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian GauciThe learning organization Harrison (2000) learning organization remains persuasive because of its rationality, human attractiveness and presumed potential to aid organizational military strength and advancement. Wick and Leon (1995) refer to a learning organization as one that continually improves by rapidly creating and refi ning the capab ilities required for future success. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci EMPLOYEE TRAINING Training is an important part of an organizations long-range strategy Global competition and flatter organizational structures require multi-skilled employees Focus on life-long learning divers(prenominal) employees with varying cultural values Developments in development technology require new skills and training strategies increase motivation Individual goals equating with those of the organisation Social benefits eg traning from government Newly acquired skills for future use Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci BENEFITS OF TD TO ORGANISATIONS Provision of trained human resources Improvements of existing skills Increased employee knowledge Improved job performance Improved customer service Greater provide commitment Increase d value of the organisations human assets The personal development of employees Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci PROCESS OF TRAINING SYSTEMATIC TRAINING PLANNED TRAINING Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci PLANNED TRAINING Identify and define training needs position the learning required Define the objectives of training Plan training programme Decide who provides the training go through the training Evaluate training Modify training programmes basis on the evaluation. MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci BA (Hons), Adrian Gauci DEFINING TRAINING NEEDS JOB TRAINING synopsis ORGANSATIONAL ANALYSIS PERFORMANCE APPRAISAL JOB ANALYSIS CUSTOMER FEEDBACK OBSERVATION OF EMPLOYEES RECORDS OF EMPLOYEES PERFORMANCEAdrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci TRAINING OBJECTIVES PREREQUISITE EXPERIENCE AND ABILITIES EDUCATINAL OBJECTIVES BEHAVIOURAL OBJECTIVES CRITERIA FOR ASSESSMENT Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and Development Activities LearningandDevelopmentActivities casestudyexercises follow outlearningactivities modernapprenticeship Employeementoring Group/DepartmentalExercises SituationSimulation Managementcoaching CorporateUniversity focusLectures OutdoorLearningActivities Trainingbyroleplaying See Page 1022 (Appendix in Armstrong Book) Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci The Training System Needs Assessment paygrade Training Objectives Implementation Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Training Techniques on-the-job Job rotation Apprenticeships Coaching Mentoring Delegation by supervisor Work shadowing Off-the-job Lectures & videos Vestibule training Role-playing/Cases Simulation Self-Study & Programmed Computer-based (CBT) Virtual reality Web-based/Intranet Video-conferencing Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Training & Development Strategies Cognitive T&D Strategies Environmental Behavioural Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Training Evaluation Criteria Reaction Organizational results Training Evaluation Criteria Behaviour Knowledge Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING ORGANISATION Learning might be the acquisition of a new skills, new knowledge, a modified attitude or a cabal of all three. The process of acquiring knowledge through experience that leads to a change in behaviour. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci LEARNING ORGANISATION An organization that has an enhanced capacity to learn, correct and change Systems thinking Personal mastery Mental models Shared vision Team learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING ORGANISATION (CONTD. ) Garvin (1993) has suggested that LO are good at doing five things Systematic problem solving-relying on scientific methods, insisting on data rather than assumption. experimentation Kaizen (continuous improvements) Learning from past experience Learning from others Transferring knowledge quickly and efficiently throughout the organisation Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci SIX FACTOR MODEL OF LO Kandola and Fullerton have produced a six fac tor model of a LO Shared vision Enabling structure Supportive culture Empowering management Motivated workforce Enhanced learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci LEARNING STYLES Kolb & Honey and Mumford Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING STYLES Learning style theory can be used in the design and conduct of learning events or personal development programmes. Learning situations can be designed to fit the learning style of participants. Coffield (2005) show the importance of individuals thinking styles that is, their automatic way of organizing and processing information during learning and of their learning strategy, core the pproach they adopt to try to overcome the limitations of their natural thinking style. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adr ian Gauci EXPERIMENTAL LEARNING CYCLE Kolb provides one of the most useful descriptive model of the gravid learning process. The LC suggests that there are four stages that follow from each others. cover experience either planned or accidental Reflective observation looking back at the experience. Abstract conceptualisation collide withn as generalising from reflection and developing hypotheses based on experience and knowledge. Active experimentation Testing the concepts or ideas in new situation. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci KOLBS LEARNING STYLES complaisant Strong favorence for cover experience and active experimentation, learning by errors. DIVERGENT preference for concrete experiences, but to reflect on these from different perspectives. ASSIMILATIVE Indicates that knowledge is gained by incorporating experiences into already existing cognitive structure. CONVERGENT prefer to experim ent with ideas.Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci KOLBS LEARNING STYLES Accommodators who learn by trial and error, combining the concrete experience and experimentation stages of the cycle. Divergers who prefer concrete to abstract learning situations and refl ection to active involvement. Such individuals have great imaginative ability, and can view a complete situation from different viewpoints. Convergers who prefer to experiment with ideas, considering them for their pragmatic usefulness.Their main concern is whether the theory kit and boodle in action, thus combining the abstract and experimental dimensions. Assimilators who like to create their own theoretical models and consume a number of disparate observations into an overall integrated explanation. Thus they veer towards the reflective and abstract dimensions. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Diss ertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci The Axis Concrete Experience CE (feeling) - Abstract Conceptualization AC (thinking) Active Experimentation AE (doing) Reflective Observation RO (watching)Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Divergers and Assimilators Diverging (feeling and watching CE/RO) These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, track downing to assemble information and use ima gination to solve problems. They are best at viewing concrete situations some(prenominal) different viewpoints. Kolb called this style Diverging because these people perform better in situations that require ideas-generation, for example, brainstorming.People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback. Assimilating (watching and thinking AC/RO) The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are much important than people. These people require good clear explanation rather than practical opportunity.They excel at understanding wide-ranging information and organising it a clear logical format. People with an Assimilating learning style are less concentrate on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Convergers and Accomodators Converging (doing and thinking AC/AE) People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables medical specialist and technology abilities. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications. Accommodating (doing and feeling CE/AE) The Accommodating learning style is hands-on, and relies on intuition rather than logic. These people use other peoples analysis, and prefer to take a practical, experiential approach.They are attracted to new challenges and experiences, and to carrying out plans. They unremarkably act on gut instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is public and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete task s. They set targets and actively work in the field trying different ways to achieve an objective.Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci HONEY MUMFORD LEARNING STYLES Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci HONEY MUMFORDS LEARNING STYLES ACTIVIST a fighting(a) learners without bias REFLECTOR an imaginative learner and the person, who observes phenomena, thinks about them and past choose how to act. THEORIST Who adapt and do their observations in the form of logical theories. PRAGMATIST a commonsense learner who only likes to study if they can see a direct link to practical problems. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci HONEY MUMFORDS LEARNING STYLES 1. Activists who involve themselves fully without bias in new experiences and revel in new challenges. 2. Re flectors who stand back and observe new experiences from different angles. They collect data, refl ect on them and then come to a conclusion. 3.Theorists who adapt and apply their observations in the form of logical theories. They tend to be perfectionists. 4. Pragmatists who are keen to try out new ideas, approaches and concepts to see if they work. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Kolb vs Honey Mumford Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci INDIVIDUAL BARRIERS TO LEARNING LACK OF INFORMATION m MONEY APATHY ANDLACK OF MOTIVATIO CULTURE AGEISM SPECIAL NEEDS SOCIO-ECONOMIC STATUS LACK OF CONFIDENCE Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor