Please enable JavaScript.
Coggle requires JavaScript to display documents.
Learning & Development - Coggle Diagram
Learning & Development
Learning
Distinction Between Training and Development
Training: Short-term, job-specific skill development.
Development: Long-term growth for future responsibilities.
Traditional vs. Modern Learning Models
Push Model: Content-driven, scheduled by training dept. (e.g., classroom lectures).
Pull Model: Learner-driven, on-demand (e.g., mobile, podcasts, simulations).
:check: 70-20-10 Rule (Center for Creative Leadership):
70% challenging assignments.
20% developmental relationships.
10% formal training.
:warning: Training is still valuable, but experiential learning has greater long-term impact.
Role of HR in Learning Strategy
Align L&D with business strategy.
Use workforce analytics for needs assessment.
Engage stakeholders (leaders, employees, specialists).
Regularly scan internal/external environments for critical skill gaps.
Global Learning and Development
Important areas:
Cross-cultural awareness.
Global teamwork & virtual management.
International assignments.
Ethics & compliance (e.g., anti-bullying).
:warning: Key Influences on Cross-Border L&D:
Strategic orientation (global integration vs. local differentiation).
Stakeholder support/buy-in.
The Learning Organization (Peter Senge’s 5 Disciplines)
Systems thinking: Understand interdependencies.
Mental models: Surface and challenge assumptions.
Personal mastery: Pursue continuous skill improvement.
Team learning: Align group goals and grow capacity.
Shared vision: Foster organizational commitment to future goals.
:check: Features of a Learning Organization:
Adaptable and resilient.
Rewards continuous improvement and learning.
Leaders act as designers, teachers, and stewards.
Organizational Learning Levels
Individual: Training, self-study, job experience.
Group: Team-based skill and knowledge growth.
Organizational: Codified insights (policies, strategies).
Knowledge Retention Strategies
Explicit Knowledge: Easily documented (e.g., databases, SOPs).
Tacit Knowledge: Experience-based, shared through interaction (e.g., mentoring).
:warning: Use both technology-based (Wikis, databases) and softer systems (job shadowing, ERGs).
Examples of softer systems:
Post-project reviews ("lessons learned").
Cross-training, mentoring.
Communities of Practice (CoPs).
Knowledge cafés (informal cross-functional dialogue).
Stay and exit interviews.
Success Factors for Knowledge Retention Systems
Culture that promotes sharing.
Effective knowledge-sharing practices.
Adequate resources and leadership support.
Strong planning and evaluation frameworks.
Training & development
Andragogy (Adult Learning Theory)
Focuses on how adults learn vs. children (pedagogy).
:check: Key adult learning assumptions:
Self-concept: Shift to self-directed learners.
Experience: Past experiences enhance learning.
Readiness to learn: Linked to social roles.
Orientation to learning: Problem-focused, real-time application.
Motivation to learn: Increasingly internal.
Unlearn to learn: Need to release old habits and accept new ideas.
:warning: Programs must align with these principles for effectiveness.
Adult Learning Principles in Practice
Apply learning to real-world needs.
Emphasize immediate applicability.
Discover and address learner expectations early.
Encourage respectful debate in safe environments.
Promote collaborative and feedback-driven learning.
Leverage learner experience as a resource.
Clearly communicate “What’s In It For Me?” (WIIFM).
Active Learning and Retention
:check: Higher retention with greater participation:
Passive: Lecture, reading.
Active: Discussion, practice, teaching others.
Adults retain knowledge better when:
It connects to real-life issues.
They are engaged in solving problems.
It builds on their prior experiences.
:warning: Repetition and application are crucial to long-term retention.
Obstacles to Learning
:check: Common barriers include:
Low tolerance for change.
Lack of trust in learning value.
Peer pressure and negative group perception.
Bad prior training experiences.
Weak organizational support (e.g., from managers).
HR response:
Involve learners in planning.
Tie learning to strategy and performance.
Clarify benefits and relevance.
Address negative perceptions and past failures.
Learning Styles
:check: Three primary styles:
Visual: Prefer diagrams, charts, slides, videos.
Auditory: Prefer lectures, discussion, spoken instructions.
Kinesthetic: Learn best by doing, prefer hands-on activities.
:warning: HR professionals must avoid designing programs based solely on their own style.
Balanced approach needed to engage all learners and maximize retention.
ADDIE & other methods
ADDIE Model Overview
Instructional design framework: A = Analysis, D = Design, D = Development, I = Implementation, E = Evaluation
:warning: It is a cyclical process—each phase informs the next, and skipping one (especially analysis) risks program failure
:check: Ensures training aligns with organizational strategy, meets real needs, and supports performance improvement
Analysis Phase
Purpose: Identify gaps between actual and desired performance
Conducted through a needs assessment to determine:
Organizational goals and skill requirements
Individual and group performance gaps
Cultural considerations and learner resistance
Resources, logistics, and cost parameters
Methods:
Interviews: Gather in-depth insights from stakeholders at all levels
Observation: Useful for skill-based roles to understand real work conditions
Surveys: Good for gathering structured input from large or dispersed populations
:check: Levels of Needs Analysis:
Organizational: Aligns training with strategic needs of departments or company
Task: Compares job requirements with current skill levels
Individual: Uses performance reviews to identify who needs training and what kind
Design Phase
Uses needs analysis findings to define program structure
Deliverables include:
Training goals and detailed learning objectives
Sequence of content and choice of delivery methods
Identification of target audience and success measures
:warning: Objectives should cover both knowledge acquisition and skill application
:check: Based on Bloom’s Taxonomy:
Knowledge → Comprehension → Application → Analysis → Evaluation → Creation
Development Phase
Materials are created, customized, or purchased
Two types of learning formats:
Passive Learning: Reading, lectures, video demos
Participatory Learning: Interactive and learner-driven
:check: Detailed Participatory Learning Methods:
Case Studies: Learners apply new knowledge to solve a realistic, hypothetical scenario
Round Robin: Teams or individuals rotate through a series of competitive tasks or questions; promotes active engagement and quick thinking
Role Plays: Learners act out real-world scenarios (e.g., conflict resolution, customer interactions) to develop interpersonal or problem-solving skills
Structured Exercises: Replicate tasks from the workplace to reinforce skill development (e.g., simulated call center or assembly line work)
Simulations: Immersive scenarios that mimic complex, real-world challenges where learners assume roles and make decisions in real time
Fishbowl Activity:
A small group sits in the center and discusses a topic or solves a problem
Surrounding participants observe the interaction without interrupting
Debriefing follows for group reflection—helps develop active listening and peer feedback skills
T-Groups (Training Groups or Sensitivity Training):
Unstructured group sessions where participants explore interpersonal dynamics, power structures, and communication styles
Emphasizes emotional intelligence, self-awareness, and feedback
Facilitator intervenes only to guide reflection and draw attention to group behavior patterns
:warning: Activity selection should reflect:
Learning goals and content
Audience size, location, and culture
Time, budget, and tech availability
Assessment plans and participation expectations
Implementation Phase
Prepares for and delivers training to the target audience
:check: Key activities:
Pilot Testing:
Run a small-scale version of the training
Evaluate content flow, timing, tech usability, and learning outcomes
Instructor Selection:
Choose trainers based on: subject expertise, training ability, credibility, cultural alignment
Consider co-facilitation for large or diverse groups
Logistical Planning:
Classroom: location, equipment, scheduling, facility access, tech needs
Remote/Hybrid: internet speed, device access, moderator/translator availability, time zones
Evaluation Phase
Measures training effectiveness against objectives
:check: Evaluation Benefits:
Confirm achievement of learning goals
Identify improvements for future programs
Measure ROI and behavior change
Track learning transfer to job performance
Evaluation types may include:
Reaction: Learner satisfaction
Learning: Knowledge/skill gains via quizzes or demos
Behavior: On-the-job application
Results: Organizational outcomes (e.g., productivity, retention)
SAM, Action mapping
Successive Approximation Model (SAM)
Created by Dr. Michael Allen, a version of ADDIE.
Gains feedback and builds models earlier than ADDIE.
Three phases: Preparation, Iterative Design, Iterative Development.
Steps in design/development are repeated and returned to for continuous improvement.
Preparation phase: Gather scope, requirements, goals.
Iterative Design (starts with "Savvy Start"): Collaborative brainstorming, project foundation, consensus on approach.
Prototype developed, reviewed, feedback gathered, adjusted.
Iterative Development: Prototype implemented and evaluated.
Evaluation may lead to return to earlier design phases for adjustments/prototyping.
:check: Which phase of the Successive Approximation Model (SAM) involves gathering information about scope, requirements, and goals?
A) Iterative Design
B) Preparation
C) Iterative Development
D) Savvy Start
Action Mapping
Proposed by Cathy Moore to counter "information dumps" in training.
Focuses training tightly on specific, important performance measures.
Process steps:
Identify specific problem with stakeholders based on metrics; create project goal.
Create list of observable, prioritized performance objectives (specific behaviors).
Determine how to help people practice skills/behaviors; virtual activities must be contextual (realistic challenges, feedback showing consequences).
Identify key information for each learning activity; creates a map of activities and required information.
Create an activity stream: Engaging content using activities to share information throughout, avoiding knowledge presentation and testing only at conclusion.
Example Action Map (Exhibit 2-68):
Circle: Measurable Goal (1).
Diamonds: Actions/Specific Desired Behaviors (2), connected to goal.
Shaded Area: Activity Stream (5).
Squares: Practice Activities (3), connected by arrows to each other and actions.
Ovals: Essential Information (4), connected to practice activities.
:check: In Cathy Moore's Action Mapping technique, what type of element represents specific desired behaviors and is connected to the measurable goal?
A) Practice Activities
B) Essential Information
C) Actions
D) Activity Stream
Training Delivery Approaches and Tools
Multiple approaches and tools used based on training characteristics and audience.
Training Delivery Approaches
Self-Directed Study
Learners progress at own pace without instructor.
Includes training materials and performance support (job aids).
Delivery methods: Print (workbooks), audio, video, electronic (Internet, cellular, interactive content).
Can be combined with other methods.
Advantages (Exhibit 2-69): Flexible, self-paced, testing opportunities, focused learning, cost-effective, consistent messages.
Disadvantages: Requires high motivation/organization, limited direct feedback, potential to miss concepts, expensive development, less credible in some cultures without instructor, uncomfortable for some learners, limited knowledge sharing.
:check: Which training delivery approach allows learners to progress at their own pace without the direct assistance of an instructor?
A) Instructor-Led Training
B) On-the-Job Training
C) Blended Learning
D) Self-Directed Study
Instructor-Led Training (ILT)
Traditional, common mode; instructor delivers to audience.
Settings: Classroom, conference room (on-site or external resources).
May be virtual (webinars).
Activities: Presentations, lectures, case studies, readings, demonstrations, group discussions, infographics, simulations.
Advantages (Exhibit 2-70): Instructor feedback/attention, variety of activities, group feedback/idea sharing.
Disadvantages: Time/resource-intensive, decreased participation with larger groups, greater logistical/geographic challenges.
Experiential Learning (e.g., On-the-Job Training - OJT)
OJT: Provided by managers/supervisors at work site; may involve peer-to-peer.
Process: Skill demonstrated, learner practices, immediate feedback, retested, learning aids provided.
Advantages (Exhibit 2-71): Relevant, "just in time," uses real environment, immediate feedback, applicable for individuals/small groups, gradual skill buildup.
Disadvantages: Difficult to schedule, potential safety issues, distracting to coworkers, time/resource-intensive, requires subject matter experts, performance dip if unstructured.
Other experiential learning:
Job rotation: Move through positions to learn/maintain skills, stay engaged.
Simulations: Replicate job aspects for practice in safe, low-risk environment (e.g., piloting, surgery, interviewing, conflict resolution).
Blended Learning
Planned combination of instructor-led, self-directed, and/or on-the-job training.
Right mix can be more effective than single strategy.
Viable for standardized training in multicultural contexts.
Advantages (Exhibit 2-72): Multiple methods, adaptable to cultural needs, independent/collaborative learning, scheduling/facility flexibility, lower delivery costs, enhanced learning.
Disadvantages: Methods must be carefully chosen, technology/security constraints, participants must be organized/motivated, more coordination, anticipated costs, more development time.
Training Delivery Tools (Technology)
Technology enhances efficiency, effectiveness, equitable access, flexibility (learn when/where), and HR control.
E-Learning: Delivery via electronic media (web/computer-based, virtual classrooms, mobile).
Uses: Public Internet, intranet/extranet, satellite, streaming.
Implements distance learning (learn anywhere).
Instructors as moderators, feedback providers, resource suggesters.
Synchronous: Real-time interaction (virtual classrooms, online discussions).
Asynchronous: Access info individually at different times/places (web-based modules).
May use gamification, microlearning (short activities), just-in-time learning.
User interface: Graphic/software structure for human-computer info transfer. Needs cultural adjustment.
Advantages (Exhibit 2-73): Wide/quick distribution, globalization support, consistent/current info, schedule flexibility, synchronous/asynchronous options, practice/repetition, simulation/higher-level learning, cost efficiencies.
Disadvantages: Technology constraints, IP/security concerns, developer/staff monitoring, high dropout rates, anxiety for technophobes, more design time for interaction, high start-up costs, difficult content revisions.
:check: Which e-learning approach allows participants to interact in real time, such as in virtual classrooms or online discussions?
A) Asynchronous learning
B) Gamification
C) Microlearning
D) Synchronous learning
Learning Portals: Internet/intranet site providing access to organization's learning/training info and resources.
Unifies information from diverse sources.
Vehicle for channeling training-related applications/info.
Often used with LMS as primary vehicle for HR/training data management, internal program access, info distribution.
Can be knowledge management application (capturing tacit knowledge).
Learning Management Systems (LMS): Electronic system holding course content, curriculum, certification paths.
Tracks/manages employee registration/completion, career development.
Offers testing/measurement capabilities.
Webinars: Specific type of webconference, typically real-time.
Leader/facilitator communicates electronically with remote audience.
Can be one-way or two-way interaction (polling, Q&A).
Benefits: Many advantages of live classroom without high costs of travel.
Mobile Learning: Content/tools accessed on/delivered to small handheld devices (smartphones, tablets).
Growing quickly, adopted early in Europe/Asia, promotes equity in remote regions, congenial for younger employees.
Uses: Content delivery (podcasts, e-books), simulations/exercises, assessments, performance support, knowledge management.
Virtual-World Simulations (Virtual Reality): Learner in virtual work environment with real-life challenges.
Practice new skills, make decisions in supportive, low-risk environment.
Used for team training (product launches, strategic initiatives).
Benefits: Appeals to young learners, active engagement, safe practice of complex/dangerous skills.
Artificial Intelligence (AI):
Personalizes learning experiences (tests, tailored learning styles, accessibility).
Custom-tailored mentoring/interactions using chatbots.
Provides advanced analytics (training value, gaps).
Social Media: Used for learning and development.
Uses: Announcing events, "getting to know you" exercises, delivering lectures/videos, sharing experiences, post-training support/collaboration, interacting with specialists, alumni networks, ERGs.
Cautions: Hard to control info spread, confidentiality/proprietary nature.
Benefits: Overcomes distance, recognizes younger employees' preference, builds collaboration, continual learning.
Requires shift from controlling content to collaborative environment.
:check: Which technological tool allows for personalized learning experiences through customized tests, tailored learning styles, and chatbot interactions?
A) Learning Management System (LMS)
B) Webinar
C) Artificial Intelligence (AI)
D) Social Media
Career Development
Definition of Career Development
Career development is the progression through career stages, aligned with both organizational goals and employee aspirations.
Composed of:
Career Planning: Individual-focused actions to direct career path.
Career Management: Organization-led processes to support workforce alignment.
Roles in Career Development
Individual: Owns responsibility for career planning and development.
Managers:
Coach: Help explore concerns.
Appraiser: Clarify standards.
Advisor: Provide options/goals.
Referral Agent: Link to resources.
HR:
Designs career paths and development programs.
Coaches managers to support employee development.
Individual Development Plan (IDP)
Components:
Employee profile.
Career goals (short- and long-term).
Development objectives (linked to org goals).
Training and interventions.
Outcomes and evaluation.
Signatures.
Best Practices:
Align with org needs.
Reflect accurate assessment.
Feature SMART goals.
Include coaching, feedback.
Employee-owned.
Leadership Support for Career Development
Link career dev. to business strategy.
Encourage manager involvement.
Track and measure outcomes.
Reward support behaviors.
Career Development Tools & Programs
Self-Assessment Tools
Career mapping, pathing for identifying future roles and gaps.
Apprenticeships
Combine on-the-job learning with classroom training under structured standards.
Job Rotation / Enlargement / Enrichment
Rotation: Movement across roles.
Enlargement: More varied tasks at same level.
Enrichment: Increased depth via new responsibilities.
Projects and Committees
Enable exposure, collaboration, and cross-functional knowledge.
Internal Mobility
Promotions: Higher level or broader scope.
Demotions: Due to business or personal reasons.
Transfers: Lateral moves to broaden experience.
Relocations/International Assignments:
Strategic benefits and employee development.
Consider morale, costs, spousal support, and orientation needs.
Dual Career Ladders
Parallel paths for technical/professional and management roles.
Advantages: Retention, motivation, skill development.
Disadvantages: Risk of resentment, complexity, or perceived unfairness.
Coaching vs. Mentoring
Coaching
Short-term, performance- or task-based.
Delivered by a coach (internal or external).
Helps build targeted competencies and address immediate development areas.
Mentoring
Long-term, development-focused.
Can be formal (structured programs) or informal (organic relationships).
Mentor shares experience and provides guidance.
Benefits both mentees (growth, visibility) and mentors (reflection, leadership growth).
Educational Support Programs
Tuition Reimbursement: Tied to role relevance and career goals.
External Certifications & Programs: Used to build pipelines of skilled employees.
Partnerships with Educational Institutions: May provide tailored internal talent development pipelines.
Trends
Multiple Jobs and Careers
Past: 1–3 jobs in a lifetime; career changes were rare.
Present/Future: Workers expect multiple jobs and possibly multiple careers.
Implication: Career development is critical for retention and engagement.
Greater Individual Responsibility
Shift: Employees now primarily own their career planning.
Dynamic: Career development is collaborative—individual decides, organization provides.
Organizational role: Must listen to and support employee goals with meaningful opportunities.
Nontraditional Employment
Growing trend: Career shifts across unrelated functions are more accepted.
View: Careers are flexible and modular (Daniel Pink’s “Lego” analogy).
Result: Encourages innovation and personalized career paths.
Temporary, Contract, and Contingent Work
Increasing use: As a strategy to explore fields or transition careers.
Benefits: Flexibility, skill-building, low-commitment exploration.
Application: Valuable for testing new roles or industries.
More Responsibility More Quickly
In emerging markets: Younger employees take on big responsibilities faster.
Contrast: Western paths are more gradual.
Cause: Rapid growth in developing economies compresses learning and advancement timelines.