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This article explores the elements of learning and development in human resource management and how they contribute to achieving high work performance. Topics include job characteristics, work environment, abilities and skills, and the importance of formal and informal learning. The article also discusses different approaches to learning, such as action learning, coaching, e-learning, mentoring, and self-directed learning.
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Human Resource Management (HRM) Human resource development
The main question is:how to achieve high work performance? Job characteristics and (physical) work environment + Abilities and skills + The willingness to perform Work performance is affected by:
ELEMENTS OF LEARNING AND DEVELOPMENT • Learning – a relatively permanent changein behaviour that occurs as a result of practice or experience • Education – the development of the knowledge, values and understandingrequired in all aspects of life rather than the knowledge and skills relating toparticular areas of activity. • Development –concerned with ensuring that a person’s ability and potential are grown andrealized through the provision of learning experiences or through self-directedlearning. • Training – the planned and systematic modification of behaviour through learningevents, programmes and instruction, which enable individuals to achieve thelevels of knowledge, skill and competence needed to carry out their work effectively.
The learning curve • Graphic illustration of the productivity change as a function of repetition (or time). It is relatively stable in time, thus we can use it to predictions. • Theodore Paul Wright (1936)
Based on empirical findings • Decrease (%) in time needed is constant for every duplication of the number of repetitions. It is typicaly between 10-20%.
Example • Learning percentage: 80% • First performance time: 10 hrs • How much time it needs to finish the 2nd, 4th, 8th and 16th repetition? • 2nd: 10*0,8 = 8 • 4th: 8*0,8 = 6,4 • 8th: 6,4*0,8 = 5,12 • 16th: 5,12*0,8 = 4,1
General formula 1) For the nth unit: Tn = T1 * nb b = learning percentage) / ln2 For the 3rd and 4th unit: T3 = 10*3(ln0.8/ln2) = 7,02 T4 = 10*4(ln0.8/ln2) = 6,40 2) From table: Tn = T1 * coefficient
Example 2 • We want to produce 20 units. Learning percentage is 80. T1 = 400 hrs. • How much is the production time for the 20th unit? • What will be the cumulative production time? What is the average production time? • T20 = 400*20(ln0.8/ln2) = 152.48 • T20 = 400*10.485 = 4194 • 4194/20 = 209.7
To achieve learning aims ensure that: • learners are ready to learn, • understand what they need to know and be able to do, and • are able to take responsibilityfor their learning by making good use of the learning resources.
Action learning • A method of helping managersdevelop their talents by exposing them to real problems. They are required to analysethem, formulate recommendations, and then take action. • A typical action learning programme brings together a groupof four or fivemanagers to solve the problem, but with the regular contribution of an adviser.
Coaching • Coaching is a personal (usually one-to-one) on-the-job approach to helping people developtheir skills and levels of competence. A structured and purposeful dialogue is at the heart ofcoaching.
E-learning • The delivery and administration oflearning opportunities and support via computer, networked and web-based technology tohelp individual development. • It is ‘learner-centric’ in that it can be customized to suit an individual’s learningneeds. • Potential drawbacks are • the degree of access to computers, • the need for a reasonable degree ofliteracy, • the need for learners to be self-motivated, and • the time and effort required to developand update e-learning programmes.
Mentoring • Mentoring is the process of using specially selected and trained individuals to provide guidance,pragmatic advice and continuing support that will help the person or persons allocatedto them to learn and develop.Mentors provide people with: • advice in drawing up self-development programs; • general help with learning programs; • guidance on how to acquire the necessary knowledge and skills; • advice on dealing with any administrative, technical or people problems especially in the early stages of their careers; • information on ‘the way things are done around here’; • coaching in specific skills; • help in tackling projects – not by doing it for them but by pointing them in the rightdirection, helping people to help themselves; • a parental figure.
Self-directed learning • Encouraging individuals to takeresponsibility for their own learning needs, either to improve performance in theirpresent job or to satisfy their career aspirations. • They need to be provided with guidance on where they can get thematerial or information that will help them to learn and how to make good use of it. • Personal development planscan provide a frameworkfor this process. • They also need support from their manager and the organizationwith the provision of coaching, mentoring and learning facilities, includinge-learning.
Sabbatical leave • Used at universities, research institutions and in positions similar to them (needing high and up-to-date knowledge, and self-development). • Purpose: to free the employee from its normal duties enabling them to: • Pursue self-development full time (it is paid) • Maintain their professional standing thus they may return with renewed vigor, perspective, and knowledge. • It is not automatic: application/proposal is needed. It is also a kind of (big) reward.
Blended learning • Combination of learning methods to increase the overall effectivenessof the learning process.
Corporate university • A corporate university is an institution set up and run by an organization, often with outsidehelp, in which education and learning take place.
Readings Textbook Chapter 38
