IRP 120 ELEMENTS OF HUMAN

RESOURCE MANAGEMENT
Course Lecturer
Dr. Ekwoaba Joy O.
Department of Employment Relations and Human Resource
Management
University of Lagos, Nigeria
E-mail: ekwoaba2002@yahoo.com
Instagram: joyekwoaba
Twitter: ekwoabajoyo
Facebook: Joy Onyinyechi Ekwoaba

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 Topic 4: Learning, Training and
Development

 What is Learning? Learning is a relatively

permanent change in behaviour that occurs
as a result of experience (Bass & Vaughan,
1966).
 Experience may be acquired through
observation, practice or reading.

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 Learning

 When an individual reacts, behaves or

responds as a result of experience in a manner
different from the way he/she formerly
behaved, then learning has taken place.
Learning theories attempt to observe,
understand, explain, predict and control
human learning.
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 Learning Theories

 1. Social Learning Theory by Albert

Bandura (1977): This theory is also called
modelling, imitative or observational
learning theory.
 2. Action Learning Theory (1989).
Action learning theory is credited to R.W.
Revans. It stipulates that individuals learn
best by doing rather than being taught.

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 Learning Theories
 Action learning theory is the same as
cognitive theory, which is based on
discovery; self managed learning or
“do-it-yourself” learning process.
 3. Connectionism or Bond Psychology
Theory:
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 Learning Theories

 This theory of learning is credited to

Edward Lee Thorndike, who is often
referred to as the founder of learning
theory. He proposed the trial and error
learning method.

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 Learning Theories

 According to him, intelligence is influenced

more by innate tendencies (heredity) than

environmental factors. On the basis of his

research, he came up with some laws of

learning.
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 Laws of Learning

 Law of Exercise: - This is just another

form of the popular saying that “practice
makes perfect”. The more a piece of
writing or material is repeatedly read or
studied, the more retention is increased or
strengthened, thus fostering learning.
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 Laws of Learning

 Law of Effect: - This means that a satisfying

accomplishment makes the likelihood of
repeating an activity more probable. He
recommended both positive and negative
reinforcement to boost learning. That is the
carrot and stick approach.

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 Laws of Learning

 Law of Readiness: - This simply implies

motivation of learning. Learning must be

based on an identified need

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 Training
 Training is viewed as a short – term
process utilising a systematic and
organised procedure by which non-
managerial personnel learn technical
knowledge and skills for a definite
purpose. Thus, training is specific and
directional.
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 Training

 The purpose of training is to improve

the ASK of the individual.
 A= Attitude
 S=Skill
 K=Knowledge

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 Training Policy

 Training policies are expressions of the

training philosophy of an organisation.

Training policy provides guidelines on

how training can be managed.

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 TYPES AND METHODS OF TRAINING
 There are basically two types of training.
These are on-the-Job training and off-the-Job
training
 On – The – Job Training: -

This type of training involves putting the

worker or the trainee on the job under close
supervision of a trained instructor.
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 Methods of On – the – Job
Training
 Job Rotation
 Internship
 Apprenticeship : For instance, in jobs and trades such as
plumbing, printing, carpentry, welding and other jobs that
require long period of practice and experience.
 Coaching
 Demonstration
 Mentoring
 Understudy assignments

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 Off – The – Job Training

 Off-the-job training is conducted

outside the work area of the trainee.
 Methods of Off – the - Job Training:
 Vestibule Training Method
 Lecture or Classroom Method
 A talk: - A talk is a less formal lecture for a small
group of not more than 20 people with plenty of time for
discussion

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 Off – The – Job Training

 Correspondence or Distance Learning

Programme.

 Video/Film Show. This entails the use of

audio-visual techniques in imparting skills,

attitude and knowledge to the trainee.

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 Development
 Development is a long term educational
process utilising a systematic and organised
procedure by which managerial personnel
learn conceptual and theoretical knowledge
for general purpose. Thus, development is
generic, non-directional and all encompassing.

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 Development

 Armstrong (2001) views management

development as being concerned with

improving managers’ performance in

their present roles and preparing them

for greater responsibilities in the future.

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 Development
 Development is also called management or executive
development.
 Methods of Executive Development
 Coaching
 Job rotation
 Committees method
 Case Study Method
 Role – Playing
 In - Basket Method
 Critical Incident Method
 Audio-Visual Method

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SYSTEMATIC STEPS IN THE TRAINING AND DEVELOPMENT
PROCESS

 1. Identification and definition of Training /

Development needs
 2. Establishment of Training/Development
Objectives
 3. Identification of Learners / Trainees and
Location
 4. Execution or Implementation
 5. Evaluating the effectiveness of the training
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 Evaluation of Training

 Evaluation of training is the comparison of

objectives (criterion behaviour) with
outcomes (terminal behaviour) – (Armstrong,
2001); to answer the question of how far the
training or development programme has
achieved its purpose.

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 Evaluation of Training
 Kirk Patrick (1994) suggested four levels of
training evaluation. These four levels are
referred to as evaluation criteria measurement.
 Level 1 – Evaluating Reactions:
 Level 2 – Evaluating Learning
 Level 3 – Evaluating Job Behaviour
 Level 4 – Evaluating Results

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 END

THANK YOU FOR YOUR ATTENTION

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