Learning and

Development
Education and Learning

 Education is the act or the experience which forms the

knowledge base that underpins any other activities that the
individual may engage in at later stage.
 Learning is the relatively permanent change in behavior
that occurs as a result of practice or experience.
Definition: Learning is…
 A change in behavior as a result of experience or
practice.
 The acquisition of knowledge.
 Knowledge gained through study.
 To gain knowledge of, or skill in, something through
study, teaching, instruction or experience.
 The process of gaining knowledge.
 A process by which behavior is changed, shaped or
controlled.
 The individual process of constructing understanding
based on experience from a wide range of sources.
Some First Principles
 Learning is something all humans do
 Fetuses learn
 Infants learn
 Children learn
 Adults learn

 Learning is not uniquely human – all living

things learn
 Learning
evolved as an adaptation for
promoting survival
What is Learning?

Learning is a process

Learning is a product
Process of Learning
 Learning involves the individual
 Brain
 Body
 Learning involves others
 Dyads
 Groups
 Organizations
 Communities
 Society
 Learning takes place somewhere
 In physical environment
 With things and tools
 Learning occurs over time
 Products of Learning

Learning is about ideas and concepts


Learning is about behaviors and skills

 Learning is about attitudes and

values
Training and Development
 Training is a learning process that involves the acquisition
of knowledge, sharpening of skills, concepts, rules, or
changing of attitudes and behaviors to enhance
the performance of employees on their current job or role.
 Development is any learning activity, which is directed
towards future, needs rather than present needs, and which
is concerned more with career growth than immediate
performance.
Learning and
Development Strategy
 Individual learning – Interventions and activities
which are intended to improve the knowledge
and skills of individual learners.
 Organizational learning – A process of
coordinated systems change, with mechanism
built in for individuals and groups to access,
build and use organizational memory structure
and culture to develop long term org capacity.
Learning organizations

 any organization that prioritizes personal and

professional growth through knowledge
transfer. These organizations encourage
learning as part of their fundamental culture
and overall vision for long-term success.
 What does it take to be a
learning organization?
 Systematic problem solving – relying on scientific methods for
diagnosing problems; insisting on data for decision making.

 Experimentation with new approaches – systematic searching and

testing of new knowledge.

 Learning from their own experiences and past history – “Those who
cannot remember the past are condemned to repeat it”.

 Learning from the experience and best practices of others -

Enthusiastic borrowing is replacing the “not invented here” syndrome.

 Efficient knowledge transfer throughout the organisation

Learning theories

 Social learning theory - emphasizes the importance of

observing, modelling, and imitating the behaviors, attitudes,
and emotional reactions of others. Social learning theory
considers how both environmental and cognitive factors
interact to influence human learning and behavior.

 Reinforcement theory - is a psychological principle

suggesting that behaviors are shaped by their consequences,
and that individual behaviors can be changed through
reinforcement, punishment and extinction.

 Experiential learning theory - Kolb's Experiential Learning

Theory (Kolb, 1984) defines experiential learning as "the
process whereby knowledge is created through the
transformation of experience. Knowledge results from the
combination of grasping and transforming experience."
 Cognitive learning theory - uses metacognition
—“thinking about thinking”—to understand how thought
processes influence learning. It’s often contrasted against—
or complemented by—behavioural learning theory, which
focuses on the outside environment’s influences on learning.
 Social Cognitive Theory explores how social interaction affects
learning cognition. often observes how people regulate their behavior to
develop goal-directed habits. Instead of examining how a person begins
their behavior like many other learning theories, Social Cognitive Theory
evaluates actions over time.
 Cognitive Behavioral Theory, examines how our thoughts influence
our behavior and feelings. According to Cognitive Behavioral Theory, a
person’s thoughts, feelings, and actions impact how they learn. In other
words, their thought patterns and mindset affect how they pick up and
retain information.
 Behavioral Theory – it states that all learning is based on
experience. From potty training to performance-based incentives
at work, humans use behavioral learning to teach and modify
behaviors to achieve the desired outcome.
 Adult learning theory - Developed by Malcolm Knowles in
1968, Adult Learning Theory or andragogy is the concept or
study of how adults learn and how it differs from children. It aims
to show how adult learning is distinct and identify the learning
styles which suit them best. It hovers around 5 key assumptions:
 Self-concept
 Learner’s experience
 Readiness to learns
 Applied learning orientation
 Intrinsic motivation to learn
Training Process

Training content Training

Training Delivery
Training Need Objectives of Evaluation
analysis training Reaction
Organization Methods of Learning
Task training Delivery
mechanism of Behavior
Person Designing training
training Result
content
 Model of Training system
Training Need Analysis (TNA)

A training needs analysis (TNA), also known as a training

needs assessment, is a process that organizations use to
determine the gap between the current and desired
knowledge, skills, and abilities of employees.

An effective TNA addresses questions such as:

 Which employees need training?
 What kind of training do they require?
 How can you design an effective training program for them?
 What will be the impact of training be on employee
performance?
 What level of investment and resources will be required to
implement an effective training program?
 McGhee and Thayer’s Three
Level Analysis
 Organization level analysis - At organizational level
analysis, clear and measurable outcomes of the training are
identified to improve the success of the training program.

 Task/job level analysis - to determine what kind of training

is needed by the employee in order to achieve the desired
level of work proficiency. It identifies the knowledge and skill
required to execute a specific job in the organization.

 Individual level analysis - using data sources such as

performance appraisals, assessment of employee skills,
interviews and questionnaires, customer surveys, and work
samples to determine the training needs of the employee.
Need Assessment Methods
Following sources can help organization to assess
either there is a need for Training or not.
 Self-assessments
 Company records
 Customer complaints
 New Technology
 Employee grievances
 Interviews with managers
 Customer satisfaction surveys
 Observation
Training content

 Objectives of training
 Methods of training
 Designing training content
Objectives of training
 While a aim indicates a general statement of intent, objectives spell out
precisely how this is to be achieved. For ex –

 Sales training in an IT solution company

 Aim: How to sell solutions that build stronger, more profitable customer
relationship

 Objectives:
 To recognize and understand principles and techniques required for
building long term and mutually beneficial client relationship
 To learn to clearly differentiate oneself based on value
 To learn to act in a more consultative way, aligning with customer’s
buying process
 To learn to present solutions, guide decisions, manage resistance and
close the sale.
Training Methods

Off the job training –

 1. Classroom instruction/Lectures
 2. Case Study
 3. Programmed instruction
 4. Role play
 5. Management/ Business games
 6. Audio visual methods
 7. In basket exercise
Training Methods
 On Job Training –
 1. Apprenticeship/ Coaching/understudy or
Assistant to position method
 2. Job instruction method
 3. Job rotation
 4. Assignment/ Project method
Designing training content

 Factors to be considered while designing training content -

 Relevance
 Requirement
 Understanding levels
 Learning style
Training Delivery
 Classroom/In-person training
 Online Synchronous Training
 Webinars
 Asynchronous Self-Paced Learning Modules
 Bite sized learning
Training Evaluation
 Training evaluation consists of examining various aspects of
training immediately after the training is over and judging
its utility to achieve the goals of the organization
Levels of evaluation of the effectiveness
of training

 Content Evaluation through Trainees’ Reactions

 Learning Evaluation through examination
 Evaluation of Behavioral outcomes through training
 Attainment of Training and Development Objectives
 Evaluation of Return on investments (ROI) on
training
 Kirkpatrick’s Training Evaluation Model
Level 1
Evaluation Reaction
• Distribute and analyze Questionnaire
Did the trainees like the program, the trainers, the facilities?
Did they think the course was useful?
What improvement can they suggest

Level 2
• Administer
Evaluate Learning • Written Test
• Performance Test
To what extent do trainees have greater knowledge or skill • Graded simulation

after the training program than they did before?

Level 3 • Collect performance data from

Evaluate Behavior • Supervisor
• Peer
Are trainees behaving differently on the job after training? • Client
• Subordinate

Are they using skills and knowledge they learned in training?

• Measure
Level 4 • Accidents Morale
• Quality Costs
Evaluate Results • Productivity Profits
• Turnover
Is the organization or unit better because of training?
Levels
Project Udaan at Bank of Baroda
 This is a comprehensive leadership development
programme initiated by the Bank covering
almost 300 AGMs / DGMs and almost 1200
Branch Heads of Urban and Metro Branches.
 The design of each module encompasses a field
and forum approach wherein the participants are
required to attend classroom sessions on various
aspects of leadership and apply the acquired
learning to real business situations. The
classroom sessions are also designed to be very
experiential with role-plays, activities, etc.
reinforcing various leadership concepts in an off-
site location coupled with coaching sessions in
between.
Projects Nalanda and
Takshashila by Adani
Group.