Introduction to Employee Learning & Development Organization
- 1. UNIT -1 Introduction to Employee Learning & Development In Organization - Ajita Bansal
- 2. Learning • The activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something : the activity of someone who learns a computer program that makes learning fun different methods of foreign language learning The first year of college was a learning experience.
- 3. The forces Influencing working &Learning • Globalization of business -Globalization of business is the change in a business in a company associated with a single country to one that operates in a multiple country. • Demographic changes and Diversity of workforce -Population is the important factor in determining size and composition of labour force. i) Increase in Ethnic and Racial diversity ii) Aging work force
- 4. • New Technology -Technology changed the way of training. Technology have impact on all sectors like robotics, artificial intelligence, nanotechnology, CAD etc. i) Influence on training ii) Flexibility in where and when work is performed • Economic cycles -Economic changes mainly occurs when there is downturn in economy. Training and development is needed because to understand the critical goal supporting the business strategy. • Increased value place on Intangible assets and human capital • i) Financial Asset (cash and securities) • ii) .physical assets (property, plant, equipment) • iii) ntangible assets (Human capital, customer capital, social capital and intellectual capital)
- 5. • Focus on link to business strategy -Business strategy is a plan that integrates the company's goals, actions and policies. Company's business strategy is to meet broad goals such as profitability, market share, quality. • Talent Management - Refers to attracting, retaining, developing and motivating highly skilled employees and managers. Eg : sales manager given training on product flow, delivery and technical process. i) Occupational and Job changes ii) Retirement of baby boomers iii) Skill Requirement iv) Developing Leadership • Customer service and quality emphasis i)Quality ii) TQM iii)Lean thinking • High performance work systems i) Work Team ii)Cross training refers to training employee in a wide range of skills so they can perform any role in a team.
- 6. Learned Capabilities • Learning capability can be described as the concept that consists of managerial practices, mechanisms, and management structures that can be implemented to promote learning in an organization (Goh, Elliott & Quon, 2012). • Studies that examine the relationship between organizational learning and performance use measures in forms of survey-type instruments developed to capture learning capability. These measures are then linked to a set of performance measures.
- 8. Classification of learning Capabilities • The classification of learning according to Robert Gagné includes five kinds of learned capabilities: intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills. • The Gagné taxonomy is perhaps the most popular of the many learning taxonomies in the field of instructional design (Reigeluth, 1983). • It's popularity can be attributed best for its ability to clearly distinguish between abstract and concrete definitions of learning (Seels and Glasgow, 1990).
- 10. • Motor Skills -refers to bodily movements involving muscular activity. Examples might be: Starting a car, shooting a target, swinging a golf club. • Attitude -is an internal state which affects an individual’s choice of action toward some object, person, or event. Examples might be: Choosing to visit an art museum, writing letters in pursuit of a cause. • Verbal Information include: • 1) Labels and Facts and • 2) Bodies of Knowledge.
- 11. • Cognitive Strategy is an internal process by which the learner controls his/her own ways of thinking and learning. • Example: Engaging in self-testing to decide how much study is needed; knowing what sorts of questions to ask to best define a domain of knowledge; ability to form a mental model of the problem. • Intellectual Skills • include :-1) Discrimination 2) Concrete concept 3) Rule using and 4) Problem solving. These are the four levels within the intellectual skills domain that Gagné identified as his taxonomy. • Discrimination is making different responses to the different members of a particular class. Seeing the essential differences between inputs and responding differently to each. • Example: Distinguishing yellow finches from house finches on the basis of markings; having to tell the differences between gauges on an instrument panel.
- 12. • Concrete concept is responding in a single way to all members of a particular class of observable events. • Seeing the essential similarity among a class of objects, people, or events, which calls for a single response. • Example: Classifying music as jazz, country western, rock, etc.; saying "round upon seeing a manhole cover, a penny, and the moon. • Problem solving is combining lower level rules to solve problems in a situation never encountered by the person solving the problem. • May involve generating new rules which receive trial and error use until the one that solves the problem is found. • Rule using • applying a rule to a given situation or condition by responding to a class of inputs with a class of actions. • Relating two or more simpler concepts in the particular manner of a rule. A rule states the relationship among concepts. • Examples: It is helpful to think of rules or principles as "if-then" statements. "If a task is a procedure, then use flowcharting to analyze the task." "If you can convert a statement into an 'if- then' statement, then it is a rule or principle."
- 16. The Basic Principles of learning
- 18. The learning Process A process that people pass through to acquire new knowledge and skills and ultimately influence their attitudes, decisions and actions.
- 21. Mental & Physical Process
- 22. The Learning Cycle • What is Kolb’s learning cycle? -Learning can be defined as the acquisition of abstract concepts that can be applied in real-life situations. Experience plays an important role in this learning process. -The learning cycle of Kolb was developed in 1984 by David Kolb and shows how an effective experiential learning process can be designed. The cycle consists of four steps: • The concrete learning experience (feeling) • Reflective observation (watching) • Abstract conceptualization (thinking) • Active experimentation (doing)
- 24. • Every learner will score differently on these two important dimensions of learning: -The diverging learning style, combining watch and feel. People with this learning style are good at idea generation and brainstorming. -They have a broad interest, are open-minded, and like to work in groups. -The assimilating learning style, combining watch and think. People with this learning style like structure, clear explanations, and a logical approach. They are interested in concepts, ideas, and models. -The converging learning style, combining doing and thinking. People with this learning style are practical and are focused on solving problems. They are technical and application-oriented. -The accommodating learning style, combining feeling and doing.: People with this learning style are hands-on and very intuitive. They like challenges and an experiential approach based on gut feeling. -In a course there will always be a variety of people and preferred learning styles. Designing a course with the learning cycle of Kolb will create an effective learning environment for all styles
- 25. Age Influence Of Learning • Age is often associated with a decline in cognitive abilities that are important for maintaining functional independence, such as learning new skills. Many forms of motor learning appear to be relatively well preserved with age, while learning tasks that involve associative binding tend to be negatively affected. • The growing aging population presents a challenge because most people experience age-related decline in cognitive abilities that are important for maintaining functional independence, and successful aging requires the ability to learn new information to perform complex tasks. • Intriguingly, some types of learning appear relatively preserved with normal aging, while others show dramatic decline, but the critical features that determine the extent to which aging affects learning are not yet known
- 26. • Associative binding -Results from experimental paradigms generally support the proposal that older adults are less able than young adults to encode and utilize covariation to make associations. Researchers have typically examined associative binding by simultaneously presenting pairs of stimuli and then testing participants’ ability to remember the specific stimulus pairs compared to either individual items or recombination’s work. • Configural Response Learning -Configural response learning involves learning to simultaneously arrange multiple responses (such as finger presses) to form a single unified response. This requires not only the execution of individual movements, but also the configuration of movements in relation to each other. • Current Study -In our study, we modified the configural response task so that participants initially practiced stimulus-response mappings that involved matching a face stimulus with a single finger key press. After the mappings were encoded, faces were presented in pairs such that participants made two independent finger presses simultaneously to the two stimuli. Certain face pairs were practiced more than others and we measured the differences in response time and accuracy between frequently practiced and infrequently practiced pairs.