Human Resource Development Strategy and Tactics CHAPTER 5: Role of Learning in HRD BUS 314 Spring 2011 Semester 312 Instructor: DR NAILAH AYUB
Human Resource DevelopmentStrategy and Tactics
CHAPTER 5: Role of Learning in HRD
BUS 314Spring 2011 Semester 312Instructor: DR NAILAH AYUB
CHAPTER 5: Role of Learning and HRD Context• The ability to learn if 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
2
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)
What is Learning
•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 Motivation to Learn
•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)
(De)Motivators of Learning
•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)
• 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
Learning Theories: 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:▫Organizational Culture▫Management Style▫Organizational Structure▫Power and Politics
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
Experiential Learning
•Learning through observation and reflection
•Kolb et al (1974) four stages of experiential learning:
▫ dynamic and ongoing process
Concrete experience
Abstract conceptsAnd generalizations
Observations And Reflections
Testing implicationsOf concepts in new situations
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
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)
Take action
Think about results
See resultsPlan next time
experience
Draw conclusions
reflectRecall to own
experience
Take action
Think about results
See resultsPlan next time
experience
Draw conclusions
reflectRecall to own
experience
TASK/LEARNING CYCLES