Human Resource Management

1. Human Resource Management Training & Development Presentation 1

2. Learning Outcomes By the end of this session you will be able to: • Understand the strategic considerations surrounding training • Understand different learning theories and styles • Understand the variety of learning and teaching methods and their application • Consider the factors required for a training programme • Design a simple training programme

3. The importance of training The European countries with the best general and vocational education systems will increasingly possess a competitive advantage as Western European economic integration progresses. Well-trained labour forces are productive (hence off-setting the higher wages that trained workers normally command), cohesive, motivated and (most importantly) capable of accommodating change and introducing technologies…..It follows that long-term neglect of industrial training in any European nation is sure to put its businesses at a disadvantage when faced with intense competition from rival countries. ( Graham and Bennett 1995 ) Well-trained labour productive cohesive motivated

4. Activity Why might organisations be reluctant to train their workers?

5. Training to meet a need • Many sceptics see training as an expensive, unnecessary luxury, rather than an integral part of achieving organisational effectiveness. • Training can be viewed as a cost rather than an investment. • Greater emphasis has been placed on developing training programmes which match the strategic objectives of the organisation.

6. Definition of Learning Honey & Mumford (1986) cited in Foot & Hook (1999) Learning has occurred when someone: • knows something they did not know earlier, and can show it • is able to do something which they were not able to do before

7. Learning Theories • Cognitive Theories - belief that learning occurs in the mind • Behaviourist Theories – focus on observable behaviour see Pavlov (1927) – stimulus/response Skinner (1953) – use of reinforcement • Experiential Learning see Kolb et al. (1974)

8. Testing implications of concepts in new situations Observations &Reflections Formation of abstract concepts & generalisations Kolb – Experiential Learning Cycle ConcreteExperience

9. Activity Think of situations in which you feel you learnt something. • What was your motivation to learn? • Was there a stimulus to increase your drive to learn? • Was there any reinforcement of your learning? Foot & Hook p.172

10. Learning Styles Honey & Mumford (1986) have developed a questionnaire which identifies: • Activists • Reflectors • Theorists • Pragmatists

11. Learning and Teaching methods used in Organisations • Lecture • Role Play • Group Discussion • Video • Project • Case Study • Computer based training • Guided reading • In tray exercise

12. Activity Which of the learning and teaching methods would suit each of the learning styles?

13. Considerations for developing training programmes • Factors to take into account: • Rationale – What are you trying to achieve? • Number of participants – You may have to structure your course differently depending on how many you have to ‘teach/train’ • Time available – What can you do in the time available in order to meet your objectives? • Cost – Non productive staff, trainers costs, facilities costs etc. • Location & Resources – Where?, cost of venue, cost of travelling, appropriateness of ‘learning environment’, consideration of additional resources, such as I.T.

14. Rationale for training This provides the strategic overview explaining why you are intending to ‘intervene’ in the way proposed. • It will illustrate the need for the course and • will often include a justification on the grounds of ‘cost’ and or ‘investment’ • will explain what the course will include with reasons for the choice of content • will explain the ‘learning & teaching’ methods, i.e. how it is going to be taught and how this is an effective way for the participants to learn • Will explain how it is going to be assessed and how this is a reliable method of assessment to ensure learning has taken place.

15. Designing the programme • Learning Outcomes – i.e. what your participants will be able to do as a result of the course. • Content – What is the topic? What are the most important parts? How will you structure the session(s) to ‘cover’ the necessary content? What’s the ‘best way’ for people to learn this? Will they learn by listening to an expert?; doing it themselves? (i.e. having an experience); reading about it?; observing someone else do it? etc • Assessment – How do you know whether anyone learned anything and gained from this event?

16. ActivityRiding a bike Aim: You are to design a training course to teach children to ride a bicycle safely. State: your learning outcomes the resources you require the time needed the cost the content of the course and the learning and teaching methods your assessment methods – explain your reasons how you would evaluate your effectiveness