The Characteristics Of Learning

Published Date: 02 Nov 2017

2.0 Introduction

The literature review is a very important part of a research as it analyses a great deal of past researches, surveys and studies done on the particular topic. In addition it gives a broad and general idea on the topic which is Training and Development. Many studies have been done on T&D in and outside Mauritius. This growing body of literature converges to nearly the same basic understanding whereas all differ in some specifications- such as conclusions, theses and approaches. In this chapter we will eventually look out at the various aspects of T&D, its definitions, types, and background.

2.1.1 Definition of Learning

Everything in every context start with learning and learning process. To learn is to obtain expertise or knowledge. Learning also includes a switch in mind-set or actions. Children study to recognize things at a young age; youngsters try to improve learning habits; and grownups can fix complicated problems

The capacity to learn is a key personal feature. Learning takes place consistently throughout an individual’s life-time. To determine learning, it is necessary to evaluate what happens to the person. Learning can be described as a change in actions due to experience.

2.1.2 Characteristics of Learning

1. Learning is Purposeful

Each student recognizes a learning scenario from a different perspective. Each one is a unique person whose past encounters impact on learning and understanding the specifications involved. Most people have certain clear ideas about what they want to do and achieve

2. Learning is an Outcome of Experience

As learning is a personal procedure, the tutor is unable to do it for the student. The latter should learn from his own experiences; thus, learning and information cannot be found apart from him. An individual's knowledge results out of experience and no other individuals had similar encounters. Still when monitoring the same occurrence, each individual respond differently; they learn differently from it.

3. Learning is Multifaceted

If teachers see their purpose as only being to educate their learner's muscles and memory, they are neglecting the prospective of the education scenario. Learners may understand much more than predicted if they completely work out their thoughts and emotions. The point that these points were not involved in the teacher's plan does not avoid them from impacting the studying scenario.

4. Learning is an Active Process

Learners do not relax up information like a sponge or cloth takes up water. The trainer cannot believe that learners remember something just because they were in the educational setting when the trainer provided the content. Neither can the trainer believe that learners can implement what they know because they respond to any question word for word. For individuals to learn, they need to reply and react, perhaps on the surface, perhaps only inwardly, psychologically, or intellectually. But if learning is a method of modifying actions, clearly that procedure must be an effective one.

2.1.3. Cognitive Levels of Learning or Bloom’s Taxonomy

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It consisting of 6 levels:

Knowledge- The ability to remember discovered elements. It ranges from the recall of simple information to complete concepts. It symbolizes the minimum level of learning result, demanding only that the learner remember formerly learned details.

Comprehension- The capability to understand the significance of the content learned. The learner may show knowledge of the content by converting it from one form to another significantly, or by making conclusion claims.

Application- The capacity of using learned elements in new and tangible situations. The learner is required to apply theories, concepts, laws, rules or concepts.

Analysis - The capability to split content down into its element areas so that its framework may be comprehended. The learner can demonstrate attainment of goals through the capability to identify areas, display relationships, and identify business concepts.

Synthesis - The capability to put sections together to create a new whole. The learner can demonstrate capability to develop a new strategy of function, or to generate a set of subjective relations.

Evaluation- The capability to assess the value of components. The learner might be asked to assess the value of a declaration, an item of writing, an advertisement, a poem or a research review.

2.2.1 Definition of Effectiveness

Effectiveness is the ability of generating a preferred result. When something is considered effective, that signifies it has a designed or predicted result, or is an in-depth, intense impression

In Management, effectiveness is applicable to get the right things done. Peter Drucker, a management consultant, informs us that "effectiveness can and must be learned."

2.2.2 Effectiveness of training

Effectiveness implies generating a desired result. A very important aspect is the effectiveness of the training program. It indicates how efficient the Training System is. When measuring the effectiveness of a training program, it requires resources and time, which are scarce in companies today.

Many training courses fall short to provide the predicted company benefits. Having a well - organized system in place can help to figure out where the problem is. Thus, positively being able to show a genuine and considerable benefit to company from the training. Effective training should be therefore be followed by the organization.

Also considering that the business atmosphere is not still, the competitors, rules, legislation and technology are continuously evolving. An effective program last night may not be a cost-effective program the next day. The ability to evaluate results will help adjusting to such altering conditions.

2.3.1 Meaning of training

Training performs an important part in human resource development. It is necessary and useful in the case of all groups of process owners, supervisory team and managers. Training increases their skills and increase confidence and ability to do the job effectively. It also helps self development and career development of workers. The main objective of training is to develop the human resources existing within employees. In brief, training is the essence of existing powerful business community.

Training is necessary due to technological changes rapidly occurring in the commercial field. Industrial training is for a brief period but has broad coverage. It is applicable to knowledge, information, technological abilities, social abilities, management abilities and finally mind-set building. Training is for creating overall character of an employee. It is the liability of the management as it is generally for increasing the efficiency and performance of employees. Expenses on training are an investment for human resources growth and gives wealthy results to employees and company in the long run.

2.3.2 Definition of training

According to Edwin Flippo, training is "the act of increasing the knowledge and skill of an employee for doing a particular job."

Training may be described as "a organized program designed to enhance performance and to being about considerable changes in technical knowledge and skills of the workforce for doing a particular task."

The need for training is identified by the worker's performance lack of, calculated as follows:

Training need = standard performance – actual performance

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2.4. Importance of training

1. Development of organization: Training plays a role in personnel balance in at least two ways. Employees become effective after going through training. Efficient employees give rise to development of enterprise. Trained employees would be valuable resources to any organization. Business performance, productivity, and progress to a greater extent depend on training.

2. Flexibility: Training creates the employees flexible in functions. All body can be moved to any job. Flexibility is therefore assured.

3. Efficient utilization of resources: Injuries discarded and damaged to machinery and equipment can be prevented or reduced through training. Training allows employees to make better use of resources- men, materials and devices which helps in decreasing the cost and time waste.

4. Recruitment: Training acts as an efficient supplier of recruiting. It is an investment in human resources with a promise

2.5. Types of training

1. Introduction (orientation) training: Induction training is generally for presenting the company to recently hired employees. The objective is to give them the bird’s eye view of the company. It is a very brief useful type of training, given soon after becoming a member of the company. For induction training, information brochures are released and brief useful movies are shown. In addition, session by managers/HRD administrators is also organized. Induction training is a simple, cost-effective and quick method which presents the organization to recently recruited/appointed employee in an organized way.

2. Job training: Job training is applicable to particular job which the employee has to deal with. It gives details about equipments, procedure of development, guidelines to be followed, techniques to be used and safety measures to be taken while doing the job. This training produces abilities and assurance among the employees and allows them to execute the job effectively.

3. Training for promotion: Promotion means giving greater position. Training must be given for executing requirements at an advanced level effectively. This helps quick modification with the new job and also produces new understanding into the duties and responsibilities allocated. For this, training is given after promotion and before actually becoming a member of the new task. This training is specific, accurate and of short length.

4. Refresher training: The purpose of refresher training is to renew the expert abilities, particulars and experience of persons taking up important professional roles. It gives details about new improvements and techniques to trainees. This training is of short length and is given by expert organizations such as Indian Institute of Management, productivity Councils, NITIE, etc. Refresher training needs to be given frequently due to fast technological/managerial improvements in the corporate world. It is useful for upgrading the abilities and knowledge of professionals.

5. Corrective training: corrective training is necessary when employees breach company guidelines and procedures. For example, absenteeism without valid reason or cigarette smoking in a "No Smoking" area or not using protection gadgets while managing risky devices. Here the behaviour of employees cannot be modified simply by disciplinary activity. The administrator should encourage, manage the problem and criticize the act and not the person.

2.6. Objectives of training

1. To improve specific skills and thus productivity:

Knowledge and skills in the exclusive area.

Use of methods and OR methods for analyzing specific functionality and financial balance of project and recommendations.

Coordination and control of resources and use of ergonomics, work research to improve working conditions.

2. Training enhances the level of learning and understanding the job. This in turn, results in over-all improvement in the performance as well as.

3. To improve employee growth: A qualified and experienced employee is more capable in particular places like development, finance, marketing etc. and has better opportunities for promotion, greater income and up graduation in status.

4. To improve the quality of workforce: A qualified person makes less errors and takes less time in adjusting to new functions, hence an improvement in quality and quantity of work performance. Better informed employees are less likely to commit errors. Organizations that have a training program will have to create less extreme manpower changes and improvements.

5. To avoid obsolescence of technical skills and competencies: Training and development designers promote the effort and creativeness of employees and help to avoid human resources obsolescence, which may be due to age, disposition or inspiration, or the inability of a person to adapt him to specialized changes.

6. To enhance Health and Safety: Training can help avoid industrial accidents. A more secure workplace leads to more constant psychological behaviour on the part of employees. Managing state of mind would also enhance if managers know that they can better themselves through company-designed growth developers. Physical fitness is also an critical facet for shop-floor employees.

7. To create friendly labour-management interaction and thereby to improve the organization environment.

8.To create certain individual features among employees, which can serve as individual belongings on long lasting basis.

9. To prevent human resources obsolescence in an organization, which is quite possible if employees are not given training facilities regularly to upgrade their skills and knowledge.

2.7. The ADDIE Process

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Analyse

Determining the training needs of an organization is the first thing in the methodical training procedure. All training needs should be relevant to the particular needs of the organization and also of the employees. For the recognition of training needs, the gap between the current stage of skills, performance, knowledge and aptitudes of employees and the needed stages of skills, performance, knowledge and aptitude should be clearly specified. Training needs can be determined clearly through the following kinds of research.

a) Organizational Analysis - it is applicable to the dedication of the organization’s objectives, its resources and the allocation of the resources as they correspond with the organizational objectives. The research of the organizational objectives determines the structure within which training needs can be described more clearly. The objective of the organizational research is to figure out where training focus should be placed within the organization.

b) Operational Analysis- it concentrates on the process or job regardless of the personnel doing the job. This type of research contains the dedication with which the employee must execute the job and the specific employee actions needed to be able to execute the job successfully. The tasks are also examined to be able to recognize job material, the knowledge, skills and aptitudes needed and the work actions.

c) Manpower Analysis- it reviews the attitudes, knowledge and skills of the employees in each place and decides what attitude, knowledge he must obtain and what improvements in his actions he must present if he is to play a considerable role to the achievement of organizational goals.

Training can be effective if the three types of research are taken on consistently. Moreover the results from this research should be incorporated in a effectively developed and implemented training program.

Design

After determining the training needs, the sensible step in the training process is to set training and development objectives in tangible conditions. Training goals should be real, measurable and verifiable. Some are real while some others are complicated to point out.

The overall training purpose is to fill the gap between the current and the preferred share of abilities, knowledge and aptitudes. Interpreting training objectives in quantitative and qualitative conditions is useful for developing, performing and also for assessment of the training program.

Develop

After completing the goals of training, the next step is developing a training program which functions as a platform of real training to employees. For accomplishing training goals, an appropriate training plan is essential. This plan symbolizes the dedication of top management to employee training and development. Training plan includes guidelines and methods with regards to training action.

Every training and development program must deal with certain important issues- who takes part in programme?, Who are the trainers?, What methods are to be used for training?, What should be the level of training?, What learning concepts are needed? And where is the program conducted?

Implement

After developing training program, the same is to be applied as per the information decided. This means providing training to individuals who may be executives, supervisors or employees. Programme execution includes tangible action on the following points.

a) Organizing training and other features and determining the place where training activity is to be organized.

b) Arranging the routine of training program which will make training effective and also provide comfort to members and instructors.

c) Conducting training program as prepared.

d) Monitoring the procedure of the training program as well as the improvement of trainees.

In conducting training program, time aspect is one more problem. Training for executives need to be organized without distressing their hectic routine. It is also not possible to keep them away from the regular work during the training period.

It is suitable to have individual management equipment for the performance of training program. This guarantees organized ongoing of training ,keeping information, follow-up and assessment. Moreover, the initiatives made and money spent on training will be lost if the training program is not applied in a regimented way.

Evaluate

Since loads of cash are invested on training and development, how far the program has been useful must be judged/ determined. Assessment allows in figure out the outcomes of the training and development program.

Need for Evaluation

The need for evaluation of training program is to figure out if they are achieving specific training goals to ensure trainee abilities, figure out their affordability. Finally, reliability of training and development is significantly improved when it is shown that company has helped tangibly from it.

Techniques for Evaluation

Several methods of assessment are being used in organization.

1. Experimental and control groups: each team is arbitrarily chosen, one to get training (experimental) and other not to get training (control). The unique choice allows guaranteeing development of categories quite just like others. Actions are taken on the appropriate signs of achievements before and after training of both categories.

2. Longitudinal or time series analysis: dimensions are taken before the program is finished. The results are plotted on charts to figure out whether the changes have happened and stay due to the training attempt.

3. Questionnaire: another method of assessment is to deliver set of questions to the individuals after the realization program to acquire their viewpoint about the program worth. Their viewpoint could be acquired through discussions.

2.8. Kirkpatrick Four Levels Evaluation Model

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Level 1 Evaluation – Reaction

Evaluation at this stage assesses how members in a training course respond to it. It tries to respond to concerns regarding the trainees’ views – Was the content appropriate for their work? This type of assessment is often known as a "smile sheet." Based on Kirkpatrick, nearly every system should be analyzed at this stage because it is usually fast, easy and affordable. Moreover, the contributors’ responses have important repercussions for learning (level two). Although a beneficial response does not assure learning, a bad response almost certainly decreases its probability.

Level 2 Evaluation – Learning

To evaluate the volume of learning that has happened due to a training course, stage two often use assessments performed before training (pre-test) and after training (post test).

Assessing student fulfilment and efforts to evaluate the level to which learners have improved in abilities, information or mind-set. Statistic at this stage is quite simple because most of the actions and connections during a learning system are also dimensions of learning. Techniques vary from official to casual testing to group assessment and self-assessment. Pre-test and post-tests have formerly been recommended; in the business world this is rarely neither required nor functional. Most companies are pleased to see that learning was recorded, regardless of the stage of information of members at the start of the system.

Level 3 Evaluation – Behavior

This stage assesses the exchange that has happened in learners’ conduct due to the training course. Evaluating at this stage efforts to answer the question – Are the recently obtained knowledge, skills, or mind-set being used in the daily atmosphere of the trainee? For many instructors, this stage symbolizes the strict evaluation of a program’s efficiency. Statistic at this stage is not as difficult as traditional documents would recommend. Developing methods of encouragement and follow-up during training course design is a best exercise that helps Level 3 performance.

Level 4 Evaluation – Results

Stage four evaluation gauge the effect of training and pursue strengthening on company outcomes.

As "the bottom line," this stage assess the success of the system in how supervisors and experts can understand – enhanced development, enhanced quality, reduced costs, enhanced sales and even higher earnings. From a company and business viewpoint, this is the overall reason for a training course, yet level four outcomes are not typically resolved. Identifying outcomes in financial conditions is never something training experts are easy at; thus it is not done as far as training expenses guarantee.

2.9. Impediments to Effective Training

There are many barriers which can make a training program worthless. Following are the significant obstacles:

Lack of management commitment

Inadequate investment on training

Graduates have degrees but lack skills

Trained workers are poached

Downsizing of the workforce

2.10. How to make training effective?

Actions on the following collections need to be started to create training exercise effective:

Ensures that the management commits itself to spend major resources and sufficient time to training.

Ensures that training plays a role in aggressive techniques of the company. Let training help workers at all stages, obtain the needed skills.

Ensure that a extensive and methodical strategy to training prevails, and training and re-training are done at all stages on a continuous and continuing foundation.

Make learning one of the essential principles of the company.

Ensure that there is proper linkage among business, functional and individual training needs.

Create a system to assess the effectiveness of training.

2.11. Methods of training

2.11.1. On the job training

This type of training is also known as job exercising training, is the most widely used technique. Under this technique the trainee is placed on a frequent job and certain abilities are tutored that are necessary to execute that job. The trainee understands under the assistance and supervision of an experienced employee or trainer. On the job training, has the benefits of providing firsthand experience and knowledge under the actual working circumstances.

On the job training technique include:

Job rotation: includes activity of trainee from one job to another. The trainee gets job information and benefits experience from the managers or instructors in each of different job process. This method gives on probability to the trainee to understand the problems of employees on other tasks and regard them.

Coaching: In coaching, superior performs an effective part in training the subordinate by giving him complicated projects. The superior acts as a trainer in guiding the subordinate by helping and suggesting him to finish the allocated process.

Job instruction: This technique is known as through step by step. Under "trainer describes trainee the way of doing job, job abilities and details and allows him to do the job. The instructor appraises the performance of the trainee, provides reviews and fixes the trainee

Committee assignment: Under panel, trainees are given and requested to fix an actual business problem. The trainee resolves the problem accordingly. It produces group interaction.

2.11.2 Off the job training

Under this technique of training, trainee is segregated from the job scenario and his focus is targeted upon studying the content relevant to his upcoming job performance. Since the trainee is not diverted by the job specifications, he can place his whole focus on studying the job rather than investing his time in doing it.

Off – field job training techniques are as follows:

Classroom method

a) Lectures: It is common technique to provide facts, ideas, concepts, etc, to a huge team at once. The benefit of lectures is that it can be used for a very huge team at once and there is low cost per student.

b) Discussion: Mixing lessons with conversation eliminates the restriction of one-way interaction. In this technique the trainees interact with the speaker and any questions or misconception of the concept and ideas are eliminated.

c) Case study: In this approach, an actual or theoretical issue is provided to a training team for conversation and remedy. It is worth noting that the issues provided in cases usually do not have a single remedy, but filter mindedness of individuals is reduced as problem-solving ability is increased.

Vestibule training: Here, real work circumstances are simulated in the educational setting. Content, information and accessories that are used in real job performance are also used in training. This type of training is widely used for training employees for office and semi-skilled tasks. The length of this training varies from days to a few weeks.

Committee conference: The younger participants of the panel can understand from the conversation and connections with the mature participants of the panel. The mature participant can also understand the views indicated by the younger associates. Committees can satisfy the requirements of creating good social interaction. In the case of meeting, team conversations and the events are held to talk about various issues and to offer alternatives to various problems.

Reading, television and video instructions: Organized studying of appropriate and present control literary works is one of the best techniques of management growth. It is basically a self-development program. A manager may be assisted by training division, which often provide a list of useful guides.

Role playing: defined as a technique of human connections that includes genuine behavior in unreal situations. This technique of training includes actions, doings and practices. This technique is mostly used for developing social communication and connections.

2.12. Specifications of effective training programme

Training should exactly be as the training needs: The training needs should be determined thoroughly and accurately before determining the details of the training program. Also it is necessary to recognize the business restrictions that are creating hurdles in the performance.

Elaborate and systematic: The training program should be intricate and methodical. It should be proportional to particular training needs of the company.

Motivation of trainees: Training program should encourage trainees to take attention and effort in the training procedure. For this some interest should be developed, such as promotion, delegation of power and pay increase.

Theoretical and realistic character: Training should be theoretical as well as realistic. The material of training program should be organized with the help of professionals ensuring that training is result-oriented.

Superior in quality: It should be remarkable in quality. There should be proper stability between concept and exercise. Professional trainers should be hired for providing training. Appropriate components and features such as guides, workshops must be offered.

Provision of regular assessments for evaluation: There should be regular assessment of the trainee. Improvement review should be given to trainee. This helps the learning and motivates the trainee to take attention to training programs.

Involvement of trainees: Business training should not be like spoon-feeding. Trainees should be motivated. Training should act as a device for self-development and self-learning.

Reinforcement of trainees: Promotion should follow Training where realistic program of training can be done. There should be appropriate improve in pay and place of a qualified employee. In the lack of such training qualified personnel will experience disappointment.

2.13. Development

2.13.1 Meaning

An enterprise undergoes steps for training programs for supervisory team and supervisors, called management development programs. It functions as a key aspect for the success and development of a business. Management development program contains methodical evaluation to recognize the members who can be envisioned to increase their managing efficiency through training and special projects. Management development is a way of helping the lifestyle of the company so that it could achieve quality.

2.13.2 Definition

" Development here represents those learning possibilities developed to assist employees to improve"

2.13.3 Aims of Development

Attitude Tuning: done in order to extend the mind of staff by offering them with possibilities for an inter change of encounters within and outside. Development allows solving the narrowness of perspective, psychological balance, systematic capability, obtaining long lasting understanding, expert values, and public goals.

Motivation: one of the goals of development is to increase ethics and encourage the workers through terms and actions.

Leadership: To develop and sustain an appropriate working environment, create decisions capabilities and delegation through flexible authority.

Communication: interaction helps keeping good inter personal and inter team relations, it also allows Conflict settlement.

Paradigm Shift: To prepare the personnel both the new and the old to fulfil the existing as well as modifying need of the job and the organization.

2.13.4 Importance of Development

Increase in ethics and motivation of employees: Development improves employees ethics and motivation by inculcating feeling of better self confidence. Greater performance and efficiency gives higher job fulfilment, which inspires him to work carefully.

Better individual relations: development gives the employees an opportunity to create better human and inter personal relations. This helps sleek and good performance of the organization.

Development and promotion: Development not only enhances the abilities and knowledge for doing the current job effectively but also allows the employees with capabilities and behaviour needed for higher roles. In a way development helps to obtain a better personality.

Accuracy: employee is more efficient and competent and allows him to prevent errors. It allows a person in make better decision and fixing errors effectively.

2.13.5. Techniques of development

2.13.5.1. On the Job Techniques

These are the most commonly used methods. The accomplishment of these methods relies on the immediate supervisor and how excellent an instructor he is.

Coaching: trainee is placed directly under a specific supervisor who functions as a trainer and instructs job abilities and information to the trainee. He informs him what he wants him to do. How it can be done and follows up while it is being done and fixes mistakes.

Job Rotation: It is the shifting of professionals from job to job and from division to division in a methodical way. The concept behind this is to provide him the needed varied abilities and a wider perspective which are very essential at higher management stages. Job rotating improves the interdepartmental co-ordination and decreases boredom.

Understudy: It is an individual who is in training to perform at an upcoming time, the full liability of the position currently held by his superior.

Delegation: The performance of employees may not boost unless additional liability and power are assigned to them. Making the employees accomplish a particular goal through delegation will help them develop and develop on their own.

Promotion and Transfers: - Promotion gives a prospect to a manager to obtain new abilities needed for the job at an advanced level. It inspires the employee for self enhancement. Exchanges helps in expanding the perspective point needed for greater roles. It gives possibility to work at different roles.

2.13.5.2. Off the Job Techniques

Classroom Methods: Educational setting techniques for training employees include lessons, conversation, role playing and research study

Simulation Training: A simulator studying scenario is a replica of real life. It is a Strategy used for developing a reality scenario for decision-making and knowing the real job circumstances. Guarantees efficient contribution of all individuals. Can be very efficient but needs good conductors.

Sensitivity Training: Its main purpose is the "Development of attention and awareness of behavior styles of yourself and others". It outcomes into

Increased attention with others

Greater issue for others

Increased patience for personal differences

Less ethical prejudice

Increased support and trust

Understanding of team processes

Audio Visuals instructions: in training and development programs, Television and Video guidelines are used. These days, programs on management problems are organized on Television frequently.

Business games: Here the trainees are separated into categories. One group acts as management of a current organization and come up with the remedy of a particular problem with topics relevant to progress, costs, research, expenses, promotion etc. and other group should believe themselves as opponents and respond to their choices.