Incorporating Training & Development in an Organisation

As  defined by Senge (1990), The learning organization is one ‘where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.

When the training in an organisation is conducted, it is also important that the learner is connected to him. For an example, a training given to a trainee banking assistant in a Bank should include at least a field visit to a branch or head office department to experience the process.  That will enhance his knowledge in the business and surely help him serve the customers in a better, more professional way.

In the organization which I work, the training centre has allocated practical training sessions inside and outside the organisation, related to banking. However, the bigger picture is shown and the trainee will know how everyone’s contribution is driving the organization to success.

Kolb (1984), building on the theoretical concepts of Dewey’s pragmatism, Lewin’s social psychology, Piaget’s cognitive development, Rogers’s client-centered therapy, Maslow’s humanism and Perls’ gestalt therapy, provides ‘a comprehensive theory which offers the foundation for an approach to education and learning as a lifelong process.

Figure 1: Kolb’s Learning Cycle

Source: McLeod,2017

As per the figure 1 a brief description of the stages follows,

Concrete Experience: where the learner is actively experiencing an activity.

Reflective Observation: where the learner is consciously reflecting back on that experience.

Abstract Conceptualization: where the learner is presented with/or trying to conceptualize a theory or model of what is to be observed.

Active Experimentation: where the learner is trying to plan how to test a model or theory or plan for a forthcoming experience.

The following video will help the reader understand more about Kolb’s Learning Cycle,

Video 1 : David Kolb’s Learning Style

Source : Atkinson,2017

Organizational Culture

Definitions of organizational culture initially focused on distinguishing levels of organizational culture. Many definitions of culture give primacy to the cognitive components, such as assumptions, beliefs, and values. Others expand the concept to include behaviors and artifacts, leading to a common distinction between the visible and the hidden levels of organizational culture – a distinction basically corresponding to the climate/culture distinction noted above (Kotter and Heskett 1992). In contrast to the distinction between the visible and hidden levels, some theorists distinguished multiple levels. 

Schein (1985), one of the foremost experts in the area, identifies the following levels,

Figure 2 : Levels of Organizational Culture

Source : Schein 1980; Schein 1985

In Schein’s view, fundamental assumptions constitute the core and most important aspect of organizational culture. Accordingly, he offers the following formal definition of organizational culture.

A pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration, which has worked well enough to be considered valid and, therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems (Schein 1992:12)

There is no doubt that the organization adopts policies, planning and effort to promote and to encourage employees for attending training programs. This will positively affect training effectiveness. 

As per the Annual report 2019, Hatton National Bank achieved the following

• ·        Training Learning Hours per Employee - 38.5

• ·        Leadership Programmes - 20 Leadership Programmes 

• ·        Talent Total Learning Hours  - 189,515

• ·        Mobility Opportunities - 875 talent movements across network        

• ·   Learning Mode Composition – 63% Classroom, 4% External  and 33% Talent Space(E Learning)

Conclusion 

It was found that top management, commitment and support, lack of guidance and follow-up from the top management, leadership problem and lack of support from colleagues were some of the factors that can affect training effectiveness. Information obtained could be practical when management decides to analyze the evaluation and transfer of training elements that has been addressed in this study as to get management support and to create conducive environment to apply related skill and knowledge on the job. Besides, it would also allow management to capitalize organization strategy in order to deal with elements of the job that contribute to effectiveness of training and development.

References

• Atkinson,T. 2017 Kolbs Learning Style [Online].Available at: < https://www.youtube.com/watch?v=J_HjW54xJ1Q>.[Accessed on 26^th April 2020]
• Georgios, P, 2018: The Learning Organisation according to Senge, Global Journal of Human Resource Management; by European Centre for Research Training and Development UK (www.eajournals.org)  Vol.6, No.5, pp.1-19
• Hatton National Bank 2019,Annual Report, HNB PLC, viewed 25th April 2020 < https://www.hnb.net/images/annual_reports/2019/integrated-report-2019.pdf>
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
• Kotter, John, and James L. Heskett. 1992. Corporate Culture and Performance. New York: The Free Press
• Kolb, D. (2015) Experimential Learning- Experience As The Source Of Learning And Development. 2nd Ed. New Jersey, Pearson Education [Online]. Available at <https://www.researchgate.net/publication/315793484_Experiential_Learning_Experience_as_the_source_of_Learning_and_Development_Second_Edition/citation/download>.[Accessed on 23^rd April 2020]
• McLeod, S. (2017) Kolb's Learning Styles and Experiential Learning Cycle. Simply Psychology [Online]. Available at: <https://www.simplypsychology.org/learning-kolb.html >. [Accessed on 25^th April 2020]            
• Rachna,Wadhwa. 2013 The Influence of Organizational Culture on Training Effectiveness ; ASM’s International E Journal of ongoing research in management & IT e-ISSN-2320-0065
• Schein, Edgar H. 1980 (copyright 1965). Organizational Psychology. Englewood Cliffs, NJ: Prentice Hal
• Schein, Edgar H. 1985. Organizational Culture and Leadership: A Dynamic View. San Francisco: Jossey-Bass Publishers.
• Schein, Edgar H. 1992 (copyright 1985). Organizational Culture and Leadership. San Francisco: Jossey-Bass Publishers.
• Senge, P.M.1990, The Fifth Discipline: the art and practice of the learning organization. New York: Doubleday/Currency.