LEARNING AND DEVELOPMENT

    Introduction

  Training and development  involve improving the effectiveness of organizations and the individuals and teams within them. Training may be viewed as related to immediate changes in  organizational effectiveness via organized instruction, while development is related to the progress of longer-term organizational and employee goals. While training and development technically have differing definitions, the two are oftentimes used interchangeably and/or together. Training and development have historically been topics within adult education and applied psychology but have within the last two decades become closely associated with human resources management, talent management, human resources development, instructional design, human factors, and knowledge management. Training practice and methods Training and development encompass three main activities: training, education, and development. The "stakeholders" in training and de...

  Organizational learning is the process of creating, retaining, and transferring knowledge within an organization. An organization improves over time as it gains experience. From this experience, it is able to create knowledge. This knowledge is broad, covering any topic that could better an organization. Examples may include ways to increase production efficiency or to develop beneficial investor relations. Knowledge is created at four different units: individual, group, organizational, and inter organizational. The most common way to measure organizational learning is a learning curve. Learning curves are a relationship showing how as an organization produces more of a product or service, it increases its productivity, efficiency, reliability and/or quality of production with diminishing returns. Learning curves vary due to organizational learning rates. Organizational learning rates are affected by individual proficiency, improvements in an organization's ...

Neil Fleming's VAK/VARK model Learning styles  refer to a range of theories that aim to account for differences in individuals' learning. Although there is ample evidence that individuals express personal preferences on how they prefer to receive information, few studies have found validity in using learning styles in education. Many theories share the proposition that humans can be classified according to their "style" of learning but differ on how the proposed styles should be defined, categorized and assessed. A common concept is that individuals differ in how they learn. Neil Fleming's VARK model and inventory expanded upon earlier notions of sensory modalities such as the VAK model of Barbe and colleagues and the representational systems (VAKOG) in neuro-linguistic programming. The four sensory modalities in Fleming's model are: 1.    Visual learning 2.    Aural learning 3.    Reading/writing learning 4.  ...

  David A. Kolb's model is based on his experiential learning model, as explained in his book  Experiential Learning . Kolb's model outlines two related approaches toward grasping experience:  Concrete Experience  and  Abstract Conceptualization , as well as two related approaches toward transforming experience:  Reflective Observation  and  Active Experimentation .    According to Kolb's model, the ideal learning process engages all four of these modes in response to situational demands; they form a learning cycle from experience to observation to conceptualization to experimentation and back to experience. In order for learning to be effective, Kolb postulated, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, they may tend to develop strengths in one experience-grasping approach and one experience-transforming approach, leading them to prefer one of the following four ...

    Peter Honey and Alan Mumford adapted Kolb's experiential learning model. First, they renamed the stages in the  learning cycle  to accord with managerial experiences:  having  an experience,  reviewing  the experience,  concluding  from the experience, and  planning  the next steps. Second, they aligned these stages to four learning styles named. 1.    Activist 2.    Reflector 3.    Theorist 4.    Pragmatist These learning styles are not innate to an individual but rather are developed based on an individual's experiences and preferences. Based on this model, the Honey and Mumford's Learning Styles Questionnaire (LSQ) was developed to allow individuals to assess and reflect on how they consume information and learn from their experiences. It serves as an alternative to Kolb's LSI as it directly asks about common behaviors found in the workplace compared...

  Anthony Gregorc and Kathleen Butler organized a model describing different learning styles rooted in the way individuals acquire and process information differently. This model posits that an individual's perceptual abilities are the foundation of his or her specific learning strengths or learning styles. In this model, there are two perceptual qualities:  concrete  and  abstract , and two ordering abilities:  random  and  sequential . Concrete perceptions involve registering information through the five senses, while abstract perceptions involve the understanding of ideas, qualities, and concepts which cannot be seen. In regard to the two ordering abilities, sequential ordering involves the organization of information in a linear, logical way, and random ordering involves the organization of information in chunks and in no specific order. The model posits that both of the perceptual qualities and both of the ordering abilities are presen...