Transcript File
Human Resource Development Strategy and Tactics CHAPTER 5: Role of Learning in HRD 2 CHAPTER 5: Role of Learning and HRD Context • The ability to learn is influenced by our innate potential and social experiences ▫ Learning may occur spontaneously and unstructured (without much conscious effort)- automatically ▫ Learning may require greater attention, practice, and reflection • Learning takes place within a social context where the behavior of others influence our learning ▫ We are active participants interacting with and relating to the environment around us Learning within an Organization • It is the responsibility of the management to identify and facilitate learning activities ▫ Create an effective learning environment that embraces both the traditional planned and structured activities and the incidental, accidental, or informal learning ▫ Recently, shared responsibility between the employer and the employee (importance of psychological contract) Definition of learning & Important features of Learning • Learning is defined as “A relatively permanent change in behavior that occurs as a result of practice or experience” • Learning involves a relatively permanent change • Learning experience can be direct or indirect • Physical maturation is not learning • Learning does not always result in a desirable change • Learning may occur through planned training interventions or informally Training and Learning • Training is planned and structured ▫ An individual characterized as instructor/trainer • Learning concerns skills, emotional development, motivation, social behavior, and personality ▫ Actually doing something in a different way ▫ It may not be evident until a situation arise ▫ Learning is generation, acquisition, and utilization of knowledge The factors that make job enjoyable • • • • • • • Feedback and support from others Involvement and sense of contribution Ability to see the job through to the end Belief in your ability to do the job well Sense of responsibility and accomplishment Fair treatment Benefits and rewards (represent motivation theories) The factors that make job dissatisfying • • • • • • Lack of interest and mundane nature of job Lack of feedback and recognition Unfair rewards and treatment Inadequate job equipment Unfair reward structure Inadequate remuneration and rewards Need for Achievement • McLelland (1988) – Four main motives: arousal-based and socially developed ▫ ▫ ▫ ▫ Achievement Power Affiliation Avoidance • Preferences of people with high nAch ▫ ▫ ▫ ▫ Moderate task difficulty Personal responsibility for performance Need for feedback Innovativeness Two-Factor Theory • Herzberg ( 1974)- Used Critical Incident Technique • Hygiene Factor: extrinsic to the job ▫ Presence removes dissatisfaction but do not increase satisfaction but absence causes dissatisfaction ▫ Include: Salary, company policy, supervision, working conditions, security status • Motivating Factors: intrinsic to the job ▫ Presence increases satisfaction but absence does not cause dissatisfaction ▫ Include: achievement and autonomy, recognition and responsibility, advancement and growth, the work itself, meaningfulness Equity Theory (Adam, 1965) • Based on social exchange and fairness, and focuses on perception of how one is treated compared to treatment received by others ▫ E.g., in work situation, skills, experience, ideas, and time are exchanged for a range of financial, social, and psychological rewards ▫ Each individual has a notion of equity or fairness • Inequity serves as a motivating force to correct the balance – to alter the outcomes, modify input, change comparison group • Problems: ▫ Subjective evaluation of the inputs and outputs ▫ Appropriateness of those with whom we compare Expectancy Theory (Vroom, 1964) • People have preferences for certain outcomes over other outcomes. To be motivated, people must value the reward and see the connection between their behavior and the reward • Focus on matching expectations and designing events or environments that facilitate individual achievement ▫ See example, p137 How People Learn • People learn by adding to their current stock of knowledge, skills, and attitudes • Approaches to Learning ▫ ▫ ▫ ▫ ▫ ▫ Trial-and-error Advice on how to do a task Imitate a demonstration Think about methodologies Observe Adapt previous learning for new activities 13 Learning Theories 1. 2. 3. 4. 5. Reinforcement theories Cybernetics & information processing Cognitive theories and problem solving Experiential learning Neurolinguistics programming 1. Reinforcement Theory • Pavlov Classical Conditioning: Stimulus-Response association • Skinner Instrumental Conditioning: Behavioral modification through series of stimulus-response reactions ▫ Immediate vs delayed reward • Reinforcers in the workplace ▫ ▫ ▫ ▫ Compensation Performance management Performance-related pay Performance appraisal Reinforcement Theories • Reinforcement at workplace: • Examples of re-inforcers: Compensation Performance management Performance-related pay Performance appraisal • Other influential factors Organizational Culture Management Style Organizational Structure Power and Politics 2.Cybernetic and Information Theories • Focus on how information is received and monitored ▫ Feedback by instructor comments or given by simulators ▫ Recognition of stimuli and perception are important in acquiring new skills 3.Experiential Learning • Learning through observation and reflection • Kolb et al (1974) four stages of experiential learning: Concrete experience Testing implications Of concepts in new situations ▫ Observations And Reflections Abstract concepts And generalizations dynamic and ongoing process 4.Cognitive Theories and Problem Solving • Learning through accessing, processing, and transforming information from physical and social environment • Learning by and through insight ▫ Focus on free capacity to make sense of problems and reach their own solutions • The ‘aha’ factor • Action learning: not mere learning but ability to solve problems ▫ Immediate problem solving ▫ New problems that emerge ▫ Dealing with problems one by one 5.The Neurolinguistic Programming (NLP) • Used to assist learning and processing information effectively • It explores the subjective experience of the processes by which people learn things. It comprises of: ▫ Neuro: the neurological processes or the experiences through senses ▫ Linguistic: Use of language or thoughts and behavior ▫ Programming: how we choose to organize our ideas and actions Key Stages of Neurolinguistic Programming • • • • Unconscious incompetence Conscious competence Conscious competence Unconscious competence ▫ Needs practice • NLP uses modeling skills (replication of of successful skills observed in others) • NLP research comes from accelerated learning ▫ Learn faster, remember more, and think creatively Learning Cycles • Learning and Task cycles will have 4 stages ▫ ▫ ▫ ▫ Have an experience (take action) Reflect on what happened (see results) Draw conclusions (think about results) Relate experience to their own situation (plan the next time) TASK/LEARNING CYCLES experience Take action Plan next time Recall to own experience reflect See results Draw conclusions Think about results experience Take action Recall to own experience Plan next time See results Think about results Draw conclusions reflect