Académique Documents
Professionnel Documents
Culture Documents
Learning Outcomes
By the end of this session you should be able to:
understand the aims and objectives and philosophy underpinning strategic HRD have an overview of the elements of HRD analyse the concepts of a learning culture, organisational learning and learning organisations evaluate the tensions between control and development in terms of HRD
Strategic HRD
(Armstrong, 2006)
Aims to produce a framework for developing people through creating a learning culture and formulating organisational and individual learning strategies
Objectives to enhance resource capability to develop intellectual capital required by the organisation to ensure right quality of people available to meet current and future needs to provide an environment which encourages learning an development to consider individual aspirations and needs to increase employability What do you understand by the term employability?
Elements of HRD
Learning a relatively permanent change in behaviour that occurs as a result of practice or experience (Bass and Vaughan, 1966) Training planned and systematic modification of behaviour through learning events, programmes and instruction that enable individuals to achieve the levels of knowledge, skill and competence needed to carry out their work effectively (Armstrong, 2006) focuses on immediate changes in job performance Development the growth or realisation of a persons ability and potential through the provision of learning and educational experiences (Armstrong, 2006) concerned with long-term improvement in the individual Education development of knowledge, values and understanding required in all aspects of life rather than the knowledge and skills relating to particular areas of activity (Armstrong, 2006) geared towards intermediate changes in individual capabilities
A learning culture
learning is recognised by everyone in the organisation as essential everyone is committed to and engaged in learning emphasis is on
discretionary learning
empowerment self-managed learning the long-term (Reynolds, 2004)
develop and share the vision empower employees provide a supportive learning environment use coaching techniques provide guidance, time, resources and feedback managers act as role models encourage networks communities of practice align systems to vision
Organisational learning
All organisations learn whether they consciously choose to or not (Kim, 1993) Is this a viable assertion? Organisation memory: Stored information from an organisations history that can be brought to bear on present decisions. This information is stored as a consequence of implementing decisions to which they refer, by individual recollections and through shared interpretations. (Walsh and Ungson, 1991) Is there any evidence of organisational amnesia?
Single-loop learning - whenever an error is detected and corrected without questioning or altering the underlying values of the systems (helps everyday tasks). addresses the surface symptoms of a problem lower-level reactive learning six sigma is an example of operational or single-loop learning Single-loop learning organisations:
define what they expect to achieve monitor achievements take corrective action as necessary
Double-loop learning - when mismatches are corrected by first examining and altering governing variables and then taking action (more relevant for complex tasks) asks the question why the problem arose and tackles root causes people are encouraged to think holistically and to challenge fundamental assumptions that underpin the organisations systems and procedures (Walton, 1999) Double-loop learning organisations:
learn something new about what has to be achieved in the light of changed circumstances and then decide how this should be achieved
Learning organisation
concept stimulated by the need to be competitive in an environment characterised by uncertainty and change learning companyfacilitates the learning of all its members and continually transforms itself (Pedler et al., 1987) a learning organisation
adapts to its context and develops its people to match the context (Burgoyne, 1994) is skilled at creating, acquiring and transferring knowledge, and at modifying its behaviour to reflect new knowledge and insights. Good at:
systematic problem solving experimentation learning from past experience learning from others transferring knowledge quickly and efficiently throughout the organisation (Garvin, 1993)
has a climate in which individual members are encouraged to learn and develop their full potential
the primary task of managers is to facilitate the learning of their staff mistakes are seen as experiments that did not produce the right results
(Pedler, et al., 1996)
extends the learning culture to include customers, suppliers and other significant stakeholders
high degree of fit between training and organisations immediate need lack of investment in training and development low commitment to developing people short-term approach
high commitment to developing people training is job-related and located in the workplace driven by the needs of the business
high commitment to developing people innovative training and development activities are encouraged training and development linked to organisational learning future orientation aim long run agility
individual commitment to training and development little or no investment in training and development by the organisation
Continuous development
many organisations have a philosophy of continuous development learning should be seen as a continuous process less emphasis on formal instruction