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Adrian Gauci erudition and schooling Strategy Adrian Gauci Adrian Gauci BA (Hons), MA, bivalent MBA (New York) production line proofreader and MBA dissertation supervisory program Adrian Gauci EMPLOYEE DEVELOPMENT Employee Development of HR maturation is around the provision of schooling, organic evolution and study opportunities in order to improve individual, team and organisational per bring inance. The definition of development suggests a fulfilment of innate potential and force through incessant involvement quite an than just timely interventions to accomplish gaps in jockeyledge and top executive.Adrian Gauci BA (Hons), MA, doubled MBA (New York) occupation hangee and MBA oratory executive program Adrian Gauci cultivation and development encyclopaedism and development is the do of acquiring and developing cognition, skills, capabilities, behaviours and attitudes through learn or developmental experiences. It is bear on with ensuring that the physical composition has the noesisable, skilled, manoeuverd and committed workforce it needs. Adrian Gauci BA (Hons), MA, dual MBA (New York) vocation subscriber and MBA dissertation supervisor Adrian Gauci tuition and development Learning is a continuous process that not only enhances existing capabilities but also leads to the development of the skills, knowledge and attitudes that prep atomic number 18 tribe for enlarged or higher-level responsibilities in the future. As explained by H unitaryy and Mumford (1996) Learning has happened when people tolerate demonstrate that they know something that they did not know before (insights, realizations as well as facts) and when they raise do something they could not do Dual MBA (New York) business organisation referee and MBA oration supervisor Adrian Gauci BA (Hons), MA, before (skills). Adrian Gauci Learning and development Development is concerned with ensuring that a persons ability and potential are heavy(p) a nd realized through the provision of acquirement experiences or through self-reliant (self-managed) schooling. It is an unfolding process that alters people to progress from a present solid ground of under posting and capability to a future state in which higher-level skills, knowledge and competencies are required. study involves the application of full-dress processes to im lift off knowledge and sponsor people to acquire the skills necessary for them to perform their jobs satis brokerily.Adrian Gauci BA (Hons), MA, Dual MBA (New York) blood subscriber and MBA language executive program Adrian Gauci KEY L&D impairment LEARNING Learning is relatively permanent changes in behaviour that occurs as a result of practice or experience. EDUCATION The development of Knowledge, look on and understanding required in all aspects of life kinda than the knowledge and skills relating to particular areas of activity. DEVELOPMENT the growth or realisation of a persons ability and potential through the provision of attainment and educational experiences. information The be after systematic modification of behaviour through schooling events, programmes, and instruction which enable individuals to achieve the levels of knowledge, skills and competence to carry push through their work effectively. Source Armstrong-handbook of military force Management practices. Adrian Gauci BA (Hons), MA, Dual MBA (New York) short letter reader and MBA talk supervisor Adrian Gauci Elements of reading and dev Adrian Gauci BA (Hons), MA, Dual MBA (New York) occupancy Lecturer and MBA oration supervisory programAdrian Gauci Characteristics of formal and informal learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation supervisor Adrian Gauci ROI Return on investment (RoI) is advocated by some commentators as a means of assessing the overall impact of training on organisational performance. It is calculated as Adrian Gauc i BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation supervisor Adrian Gauci Learning and development schema Learning and development strategy represents the approach an organization adopts to ensure that now and in the future, learning and development activities support the achievement of its goals by developing the skills and capacities of individuals and teams. It post be determine forth similarly as strategic gentle resource development, defined as follows. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and development strategy It is fundamentally concerned with creating a learning horticulture that will encourage learning and will provide the basis for provision and implementing learning activities and programmes. This concept of a learning culture is associated with that of the learning organization. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MB A Dissertation Supervisor Adrian Gauci Elements of LD strategy Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci A learning culture A learning culture is one that promotes learning because it is recognized by top management, line managers and employees generally as an essential organizational process to which they are committed and in which they engage continuously. Reynolds (2004) describes a learning culture as a growth ordinary, which will encourage employees to commit to a range of positive discretional behaviours, including learning and which has the following characteristics empowerment not supervision, self-managed learning not instruction, long-term capacity building not short-term fixes. Reynolds suggests that to r individually a learning culture it is necessary to develop organizational practices that raise commitment amongst employees and egest employees a sense of purpose in the workplace, grant employe es opportunities to act upon their commitment, and aim practical support to learning. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci The learning organization The learning organization, as defined by Senge (1990) The learning organization is one where people continually expand their capacity to create the results they truly desire, where bracing and expansive patterns of mentation are nurtured, where collective purpose is set free, and where people are continually learning how to learn unneurotic. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian GauciThe learning organization Harrison (2000) learning organization re primary(prenominal)s persuasive because of its rationality, human attraction and presumed potential to aid organizational effectiv eness and advancement. Wick and Leon (1995) refer to a learning organization as one that continually improves by rapidly creating and refi ning the capabilities required for future success. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci EMPLOYEE readiness Training is an principal(prenominal) part of an organizations long-range strategy Global competition and blandish organizational structures require multi-skilled employees Focus on life-long learning Diverse employees with varying cultural values Developments in information technology require new skills and training strategies Increased motivation Individual goals equating with those of the organisation kind benefits eg traning from government Newly acquired skills for future use Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci BENEFITS OF TD TO presidencyS Provision of trained human resources Improvements of existing skills Increased employee knowledge change job performance Improved customer service Greater staff commitment Increased value of the organisations human assets The personal development of employees Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci PROCESS OF TRAINING SYSTEMATIC TRAINING in angle TRAINING Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci think TRAINING Identify and define training needs Define the learning required Define the objectives of training Plan training programme conclude who provides the training Implement the training Evaluate training Modify training programmes basis on the evaluation. MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci BA (Hons), Adrian Gauci DEFINING TRAINING NEEDS JOB TRAINING analysis ORGANSATIONAL ANALYSIS PERFORMANCE APP RAISAL JOB ANALYSIS CUSTOMER FEEDBACK posting OF EMPLOYEES RECORDS OF EMPLOYEES PERFORMANCEAdrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci TRAINING OBJECTIVES PREREQUISITE EXPERIENCE AND ABILITIES EDUCATINAL OBJECTIVES BEHAVIOURAL OBJECTIVES CRITERIA FOR ASSESSMENT Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Learning and Development Activities LearningandDevelopmentActivities casestudyexercises actionlearningactivities modernapprenticeship Employeementoring Group/departmentalExercises SituationSimulation Managementcoaching CorporateUniversity InstructionLectures outdoor(prenominal)LearningActivities Trainingbyroleplaying See scalawag 1022 (Appendix in Armstrong Book) Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci The Training System Needs Assessment Evaluation Training Obj ectives murder Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Training Techniques On-the-job Job rotation Apprenticeships Coaching Mentoring Delegation by supervisor Work shadowing Off-the-job Lectures & videos Vestibule training Role-playing/Cases Simulation Self-Study & Programmed Computer-based (CBT) Virtual naive realism Web-based/Intranet Video-conferencing Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Training & Development Strategies Cognitive T&D Strategies Environmental Behavioural Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Training Evaluation Criteria reception Organizational results Training Evaluation Criteria Behaviour Knowledge Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING giving me dication Learning might be the acquisition of a new skills, new knowledge, a modified attitude or a combination of all three. The process of acquiring knowledge through experience that leads to a change in behaviour. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci LEARNING ORGANISATION An organization that has an enhanced capacity to learn, adapt and change Systems mentation person-to-person mastery Mental bewilders Shared vision Team learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING ORGANISATION (CONTD. ) Garvin (1993) has suggested that LO are good at doing five things Systematic problem solving-relying on scientific methods, insisting on data rather than assumption. Experimentation Kaizen (continuous improvements) Learning from past experience Learning from others Transferring knowledge quickly and efficiently end-to-end the organisation Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci SIX FACTOR MODEL OF LO Kandola and Fullerton exhaust produced a six factor model of a LO Shared vision Enabling structure positive culture Empowering management Motivated workforce Enhanced learning Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci LEARNING STYLES Kolb & Honey and Mumford Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci LEARNING STYLES Learning direction theory can be used in the cast and conduct of learning events or personal development programmes. Learning situations can be designed to fit the learning style of participants. Coffield (2005) stressed the sizeableness of individuals thinking styles that is, their automatic way of organizing and processing information during learning and of their learning st rategy, meaning the pproach they adopt to try to overcome the limitations of their natural thinking style. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci observational LEARNING CYCLE Kolb provides one of the most useful descriptive model of the adult learning process. The LC suggests that there are four stages that follow from each others. Concrete experience either planned or accidental musing observation looking back at the experience. mulct conceptualisation seen as generalising from reflection and developing hypotheses based on experience and knowledge. Active experimentation Testing the concepts or ideas in new situation. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci KOLBS LEARNING STYLES ACCOMMODATIVE potent electence for cover experience and active agent experimentation, learning by errors. diverging privilegeence for concrete experi ences, but to reflect on these from incompatible perspectives. assimilative Indicates that knowledge is gained by incorporating experiences into already existing cognitive structure. CONVERGENT prefer to experiment with ideas.Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci KOLBS LEARNING STYLES Accommodators who learn by trial and error, combining the concrete experience and experimentation stages of the cycle. Divergers who prefer concrete to plagiarize learning situations and refl ection to active involvement. Such individuals have great imaginative ability, and can view a complete situation from different viewpoints. Convergers who prefer to experiment with ideas, considering them for their practical usefulness.Their main concern is whether the theory works in action, thus combining the abstract and experimental dimensions. Assimilators who wish well to create their own theoretical models and assimilate a n umber of disparate observations into an overall integrated explanation. Thus they veer towards the reflective and abstract dimensions. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci The Axis Concrete Experience CE (feeling) - Abstract Conceptualization AC (thinking) Active Experimentation AE (doing) Reflective Observation RO ( ceremony)Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Divergers and Assimilators D iverging (feeling and watching CE/RO) These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style Diverging because these people perform go in situations that require ideas-generation, for example, brainstorming. mass with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to discover with an open mind and to receive personal feedback. Assimilating (watching and thinking AC/RO) The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are to a greater extent important than people. These people require good clear expla nation rather than practical opportunity.They excel at understanding wide-ranging information and organising it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically effective theories than approaches based on practical value. These learning style people is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Convergers and Accomodators Converging (doing and thinking AC/AE) People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer expert tasks, and are less concerned with people and int erpersonal aspects. People with a Converging learning style are best at determination practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems.People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications. accommodating (doing and feeling CE/AE) The Accommodating learning style is hands-on, and relies on intuition rather than logic. These people use other peoples analysis, and prefer to take a practical, experiential approach.They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on gut instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information t han carry out their own analysis. This learning style is prevalent and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ship canal to achieve an objective.Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci HONEY MUMFORD LEARNING STYLES Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci HONEY MUMFORDS LEARNING STYLES ACTIVIST a energizing learners without bias REFLECTOR an imaginative learner and the person, who observes phenomena, thinks about them and then get hold of how to act. THEORIST Who adapt and apply their observations in the form of logical theories. PRAGMATIST a commonsense learner who only likes to study if they can see a direct link to practical problems. Adrian Gauci BA (Hons), MA, Dual MBA ( New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci HONEY MUMFORDS LEARNING STYLES 1. Activists who involve themselves in full without bias in new experiences and revel in new challenges. 2. Reflectors who stand back and observe new experiences from different angles. They collect data, refl ect on them and then come to a conclusion. 3.Theorists who adapt and apply their observations in the form of logical theories. They tend to be perfectionists. 4. Pragmatists who are keen to try out new ideas, approaches and concepts to see if they work. Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation SupervisorAdrian Gauci Kolb vs Honey Mumford Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecture r and MBA Dissertation Supervisor Adrian Gauci Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor Adrian Gauci INDIVIDUAL BARRIERS TO LEARNING escape OF INFORMATION TIME MONEY APATHY ANDLACK OF MOTIVATIO CULTURE AGEISM finical NEEDS SOCIO-ECONOMIC STATUS LACK OF CONFIDENCE Adrian Gauci BA (Hons), MA, Dual MBA (New York) Business Lecturer and MBA Dissertation Supervisor