HRM 6303 Training And Development Learning Outcomes

Hrm 6303 Training And Development 1course Learning Outcomes For Unit

Formulate different developmental approaches to training and describe major training-related theories, including their primary tenets and applicability to specific training situations. The focus is on understanding adult learning principles, theories, and styles, such as andragogy, experiential learning, transformative learning, action learning, situated learning, and self-directed learning, along with adult learning styles like visual, auditory, and kinesthetic learning.

Paper For Above instruction

Training and development are vital components of organizational success, especially in the context of adult education and workforce training. The foundational step towards effective training programs involves understanding the various developmental approaches and the theoretical frameworks that inform adult learning. This essay explores diverse development approaches, examines significant training-related theories, and analyzes the adult learning styles pertinent to designing impactful training interventions.

Developmental Approaches to Training include several strategies tailored to meet the distinct needs of adult learners. One prominent approach is experiential learning, which emphasizes learning through experience and reflection. This approach is grounded in Kolb’s Experiential Learning Theory, which posits that knowledge is created via a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. The process encourages learners to apply newfound insights in real-world settings, fostering retention and practical skills development.

Another approach is transformative learning, which seeks to change the learner’s worldview and self-perception through critical reflection. This method is particularly effective for adults who are open to reassessing their beliefs, leading to profound personal and professional growth. Action learning complements this by involving learners in real-life problem-solving within groups, promoting collective learning and accountability.

Situated learning theory emphasizes learning in authentic contexts, such as workplaces, where tasks are embedded within real-world environments. This situational approach enhances relevance and immediate applicability, facilitating skills transfer from training to practice. Meanwhile, self-directed learning empowers adults to take responsibility for their own educational journey, fostering autonomy by selecting resources, setting goals, and evaluating progress independently.

Major Training-Related Theories serve as the backbone for designing instructional methods. For instance, andragogy, as articulated by Malcolm Knowles, underscores six assumptions about adult learners: self-concept, experience, readiness to learn, orientation to learning, motivation, and the need to unlearn prior knowledge. Understanding these assumptions assists trainers in creating learner-centered environments that promote engagement and internal motivation.

Similarly, experiential learning aligns with andragogical principles by leveraging adults’ life experiences. Transformative learning promotes critical self-reflection, crucial for changing perspectives that may hinder or facilitate learning. Action learning emphasizes practical application and teamwork, resonating with adult learners’ preference for problem-centered, relevant experiences. Situated and self-directed learning further support these theories by emphasizing contextual relevance and learner autonomy.

Adult Learning Styles influence the effectiveness of training programs. Visual learners benefit from diagrams, charts, and visual aids, enabling comprehension through sight. Auditory learners excel when engaged through discussions, lectures, and listening activities. Kinesthetic learners require hands-on experiences, simulations, or physical engagement with learning materials. Tailoring training activities to diverse styles ensures inclusive learning environments where all participants can maximize their potential.

However, contemporary research suggests that rigidly aligning training strategies solely with learning styles may be overly simplistic and culturally biased. For example, the Western-centric concept of learning styles may not seamlessly transfer to all cultural contexts, necessitating culturally responsive training design (Pashler et al., 2008). Trainers must consider cultural nuances, language differences, and contextual factors to develop effective global training programs.

In practice, integrating multiple approaches and theories enables organizations to craft comprehensive training frameworks. For example, combining experiential learning with self-directed activities can foster autonomy and practical skills simultaneously. Embedding situated learning in real work environments enhances transferability, while understanding adult learning styles helps customize content delivery. Consequently, training becomes more engaging, relevant, and impactful.

In conclusion, developing effective training programs for adults requires a nuanced understanding of various developmental approaches and theoretical foundations. By considering andragogy principles, experiential, transformative, action, situated, and self-directed learning theories, along with accommodating diverse learning styles, trainers can foster an environment conducive to meaningful learning. Such comprehensive strategies promote skill acquisition, personal growth, and organizational development, ultimately leading to sustained performance improvement and competitive advantage.

References

  • Knowles, M. (1980). The modern practice of adult education: Andragogy versus pedagogy. Cambridge Adult Education.
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
  • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119.
  • Teaching Excellence in Adult Literacy Center. (n.d.). TEAL Center fact sheet no. 11: Adult learning theories. Literacy Information and Communication System.
  • Hagen, M., & Park, S. (2016). We knew it all along! Using cognitive science to explain how andragogy works. European Journal of Training and Development, 40(3), 171-190.
  • Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in Higher Education, 19(4), 406–418.
  • Teal Center. (n.d.). Adult Learning Theories. Literacy Information and Communication System.
  • Baxter, H. (2018). Adult Learning and Education Strategies. Journal of Adult Education and Development, 10(2), 23-37.
  • Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Jossey-Bass.
  • McLeod, S. (2017). Constructivism in Education. Simply Psychology.

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