Activity 4.3: From training to learning

A Training Needs Assessment is the study done in order to design and develop appropriate instructional and informational programs and material. 

However, it works better if you think of it as a Learning Needs Assessment so that you consider both formal and informal learning needs. That is, what do they need to learn and how can you best support their informal learning needs? (Rossett, 1987; Rossett, Sheldon, 2001). 

Backwards Planning model

First step: Analysis phase

Determining Business Needs or Outcome - the desired result or objective is spelled out in detail and agreed upon by both the Business Unit and the Learning/Training Department. 

Second step: Performance Analysis 

Identified the performance that is needed to obtain that objective, while this step identifies the various Learning and Training Needs and the activities and experiences they need to learn the required skills:

Impact Mapping scenario

The main ways - in which doing an LNA (learning needs analysis) might be different from doing a TNA (training needs analysis) - if the focus is on learning rather than training; manifest themselves in the following:

Choice of delivery method

The principal delivery methods - for both LNA and TNA -  would be: 

• External courses and programmes, including formal qualifications, Coaching & mentoring and Action inquiry.

Using the following technologies:

1. Instructor-led Training (ILT), 2.Virtual Classrooms, 3. E-Learning, 4. Mobile Learning and 5. Blended Learning.

 The rationale for these choices being based on: 

• Type of occupation, level of seniority and qualifications/educational background of learner,
• Priority and/or urgency of the learning and talent development needs.
• Evaluation data - of the effectiveness of previous learning and talent development interventions
• Costs and budgets available and
• Use of proven technology.

Adapted from Reading 6, p. 123-131.

Notwithstanding, the refocusing away from training to learning is depended on the direction of who controls the learning objectives and goals. 

In a formal learning environment, the training or learning department sets the goal and objectives, while informal learning means the learner sets the goal and objectives (Cofer, 2000).

In addition, if the organization (other than the training department) sets the learning goals and objectives, such as a line manager directing OJT, then it is normally referred to as non-formal learning (Hanley, 2008).

Thus, in a formal learning episode, learning professionals, such as instructional designers or trainers, set the goals; while a non-formal episode, someone outside of the learning department, such as a manager or supervisor, sets the goals or objectives.

An intentional learning environment has a self-directed purpose in that it has goals and objectives on what and/or how to learn (Good, Brophy, 1990).

Incidental learning occurs when the learner picks up on something else in the learning environment, such as the action of a model that causes him or her to loose focus on the learning objectives or goal and focus on an unplanned learning objective (Good, Brophy, 1990).

In summary, the new reality - hybrid workplaces - have pivoted L&D from instructor-led training (ILT) to blended online learning — learning experiences with a mix of virtual instructor-led training (VILT) and online learning.

Approach to evaluation

 

The stated - Backwards Planning model - would address both LNA and TNA evaluation requirements. For example, the Kirkpatrick criteria (Model), because it is a globally recognized method of evaluating the results of training and learning programs. It assesses both formal and informal training methods and rates them against four levels of criteria: reaction, learning, behaviour, and results. 

The key to using the model effectively, is to make training evaluation an integral part of your training design from the beginning. By working backward on the Kirkpatrick 4 levels, you can develop training initiatives that are effective and impactful—and directly tied to measurable outcomes. Adapted from Kirkpatrick (2021). 

Other important considerations when considering the value of training?

• Needs assessment and learning objectives, 
• Consideration of learning styles, Delivery mode, Budget, 
• Delivery style, Audience, Content, Timelines, Communication. 

Adapted from Open, Lib. (2021).

Notwithstanding, informal learning can sometimes work better, because it:

• Applies to all skill levels, Triggers an intrinsic motivation to learn.
• Can take place in any setting, Improves knowledge retention.
• Creates a culture of continuous exploration.

Adapted from EPAL (2021). 

Approach to stakeholder engagement 

A stakeholder is either an individual, group or organisation who is impacted by the outcome of the training or learning. They have an interest in the success of the training or learning and can be within or outside the organisation that is sponsoring the training or learning.

Stakeholders can have a positive or negative influence on the training or learning and consequently, it is worth taking a look at key issues.

Recent developments in HRD thinking have highlighted the crucial significance of the ‘real world’ context of TNA activities. This involves acknowledging the social networks and power relations of organisational life, including the influence of:

• Self interest
• Self-promotion and/or
• Self-preservation

among the organisational members whose opinions you are seeking in your TNA research.

Self interest

• Who are the key stakeholders in the TNA/ LNA and what are their sources of influence?
• How might the TNA / LNA and its conclusions influence the current balance(s) of power?
• What are the expressed motives for the TNA / LNA?
• Can the nature of any undisclosed motives be identified?
• How might the TNA / LNA affect job security or career prospects?

 Organisational conflict

• What is the degree of conflict between organisational members with a stake in the TNA or LNA?
• What is the nature of this conflict?
• Is there a climate of openness and trust?
• How do different stakeholder groups view each other?
• Are the goals of the TNA / LNA shared?

Adapted from Clarke, 2003

Note down the implications of any differences for the following:

a. The role as an HRD professional

1. Change management 48%

2. Leadership development 35%

3. HR effectiveness measurement 27%

4. Organizational effectiveness 25%

• A positive linear relationship between HRD expertise and effectiveness of management development. 
• The professionals should pay attention to their personal development especially to build capacity for effective communication in order to be able to market the HRD function and reduce the practice distance with managers. 
• There is need for the Professionals to ensure they get buy in through learning to network in order to effectively involve managers in their development. 
• This way, they will be able also to position the HRD function strategically for it to add value to the achievement of National, organizational and personal goals and objectives.

b. The organisational members whose learning needs you are assessing

One huge benefit of conducting training needs analysis is the fact it can help you identify any knowledge gaps your employees may have before it becomes an issue. It's better to highlight a potential problem and tackle it head-on, rather than becoming aware of the skills gap when an issue arises because of it.

c. The organisation.

Results show that Training and Development, On the Job Training, Training Design and Delivery style have significant affect on Organizational Performance and all these have positively effect the Organizational Performance. It means it increases the overall organizational performance.

Advantages

Disadvantages of Training and Development of Staff

• Training & Skill Development Cost Time and Money. ...
• Sparing Extra time for training can be stressful for workers. ...
• Training Sessions can be complicated. ...
• Lack of interest. ...
• Switching to a New Job.