Managing and Leading People (PGBM02)

Learning and Development Module Leader: Lesley Mearns

The Nature of Learning

Link between learning and competitive advantage Philosophy of lifelong learning Reflects the assumption that employees are an asset to the organisation Importance of team and organisational learning

Learning Approaches
Classical and operant conditioning
Behaviour is seen as a central focus (Pavlov) Learning through association which involves the manipulation of stimuli to influence behaviour Operant conditioning is the process of controlling behaviour Reinforcement strategies Reinforcement and employee rights

Learning Approaches, Cont...

Cognitive learning
Achieved by thinking about the perceived relationship between events and individual goals and expectations

Social learning
Achieved through the reciprocal interactions among people, behaviour and environment (Bandura, 1977) Modelling or vicarious learning through the observation and imitation of others Mentors acting as role models The significant use of coaching as a developmental tool Applied to encourage employees to help manage and lead themselves

Learning Approaches, Cont...

Experiential learning theory
Learning through doing Kolbs learning cycle Individual preferences for learning Honey and Mumford

Modern forms of learning

Technology E-learning Inappropriate for some forms of learning, ie management training, interpersonal skills, team building

The Learning Organisation

Preconditions in creating a successful learning environment
Trust Commitment Perceived organisational support

Elements of a Learning Organisation

Beyond training Personal mastery Dynamic process Individual and organisational transformation Challenging assumptions Risk taking Collective learning Participation and contribution Different views and values Continuous improvement Producing different results Absence of a blueprint

Critique of the Learning Organisation

Some academics argue that it is individuals that learn, not organisations Argyris (1999) argues that thought and action of individuals in interaction with one another can change the organisation Individual learning yields outcomes which are reflected in organisational artefacts Organisational learning implies rationality and some academics argue political systems engaged in battle for control Organisations are chaotic (March and Olsen, 1976) The need for unlearning

The Teaching Organisation

Successful organisations have moved beyond learning to become teaching organisations Overlap and similarities with learning organisations Common to both is the need for every person to continually acquire new knowledge and appropriate skills The teaching organisation has an added focus for passing on learning experiences and knowledge Responsive to change because individuals are armed with the necessary knowledge and know-how In both types of organisations its role is to nurture employees talents and abilities

Learning Styles
http://www.youtube.com/watch?v=5Cf1zx58CU http://www.youtube.com/watch?v=Eki8NIYi_g&feature=related

Honey and Mumford: Learning Styles

Honey and Mumford: Learning Styles

Reflector - Prefers to learn from activities that allow them to watch, think, and review (time to think things over) what has happened. Likes to use journals and brainstorming. Lectures are helpful if they provide expert explanations and analysis. Theorist - Prefer to think problems through in a step-by-step manner. Likes lectures, analogies, systems, case studies, models, and readings. Talking with experts is normally not helpful. Pragmatist - Prefers to apply new learnings to actual practice to see if they work. Likes laboratories, field work, and observations. Likes feedback, coaching, and obvious links between the task-on-hand and a problem. Activist - Prefers the challenges of new experiences, involvement with others, assimilation and role-playing. Likes anything new, problem solving, and small group discussions.

Learning and Development

The focus on formal development programmes is declining within many organisations. Move towards on-the-job development:
Coaching Mentoring Peer relationships Self development

Learning and Development

Managers role in learning and development has increased in recent years Coaching is an informal method which is based on a close relationship between an individual employee and another person (usually a manager however there has been an increase in the use of external coaches)

Learning and Development

Manager as a coach giving the employee the opportunity to perform an increasing range of tasks by encouraging them to learn through their experiences:
Asking questions Actively listening Discussion Encouragement Understanding Counselling Constructive feedback

Learning and Development

Mentor usually someone more senior within the organisation
Two functions (Kram 1983):
Career advancement eg) exposure, visibility and sponsorship Psychosocial enhance the sense of competence, identity and effectiveness

New graduates are frequently allocated a mentor when beginning a new job

Learning and Development

Peer- relationships not all employees have access to coaching and mentoring within the organisation and therefore working with peers and developing in this way may be more appropriate Self Development Natural learning takes place on the job learning from everyday experiences

Learning and Development

E-Learning:
42% of organisations within the UK reported expanding their use of e-learning in 2009 (CIPD 2009) Some MBA lectures have been delivered via videoconferencing

Learning and Development

Advantages:
Learning can take place at a convenient time Learning does not have to be planned well in advance it can respond to changing circumstances Learning does not have to take place during working hours Can be cost effective especially when delivering to large numbers of employees Large numbers can be trained nat nthen same time