Common learning and development methods

 

Employees in learning companies are empowered to tackle challenges individually while also benefiting from the experiences of their colleagues (Ellinger and Bostrom, 1999).  They can share their ideas and insights without fear of being judged, expand their knowledge, and collaborate to achieve common goals. This innovative and free-thinking approach primarily benefits the organization (Avella, Kebritchi, Nunn and Kanai, 2016).

An organization that trains as effectively and efficiently as feasible will always excel in today's highly competitive work climate   It is evident that learning has become a competitive component of a business, with an emphasis on process, performance, and employee motivation as the keys to success (Alahassa, 2021).

It is critical for the company to discover the learners' inclinations inside the organization as well as the learning method they like to help them comprehend as much as possible (Martin, Kolomitro and Lamb, 2014). There are several factors affect towards the productivity of the training program such as training method, learning style, training mode and etc (Martin, Kolomitro and Lamb, 2014). Hence, the trainer needs to identify the most suitable and effective training method for a productive training program (Salas, Tannenbaum and Kraiger, 2012).

 

Below mentioned some Learning and Development methods commonly used by the organizations to (Henderson, 2017).

 

·         Case studies

·         Lecture

·         Self-Development

·         Role Playing

·         Instruction

·         E learning

·         Action learning

·         Blended learning

·         Outdoor learning

.

Case studies

A case study is defined as "an intensive study of a person, a group of people, or a unit to generalize across several units" (Gerring, 2004). "Although case study approaches have been a controversial strategy for data collection, they have become commonplace in many sociological studies, particularly when investigating comprehensive clarifications of behavior in society (Zainal, 2007)" . This learning method, for example, is frequently used by an organization's R&D department to collect data and develop answers to various problems, weaknesses, new concepts, and technical improvements.

Lecture

The most conventional and straightforward way, particularly for big groups (Kaur, 2011)".

For example, while conducting workshops on packaging  in textile manufacturing firms, deliver a lecture on packaging instruction to all company merchandisers employing an expert from an outside company.

 

Self-development.

Self-development refers to the actions that can be taken to the betterment of ourselves by improving skills, knowledge, expertise or else overcoming weaknesses (Lo-oh and Achankeng, 2021).

E learning

E-learning refers to a learning approach that is based on formal teaching but uses electronic resources (Bhattacharya and Nath, 2016).  Teaching can take place within or outside of the classroom, and computers and the Internet are essential components of e-learning (Yuen and Ma, 2008).  The e-learning network can also be defined as an active exchange of knowledge and expertise that is made available to an array of learners at a single moment or at distinct times (Oye, Salleh, and Iahad, 2012). Adidas, for example, has launched a one-of-a-kind L&D solution called The Group Training Academy to train over 51,000 employees worldwide.  This new endeavor includes video lectures, e-books, pdfs, and a variety of social and interactive learning elements.

Coaching

Coaching has been characterized in a variety of ways. The objective of coaching is to assist a person in changing in the way they desire and moving toward the direction they desire (Landsberg, 2015)."Coaching assists people at all levels in becoming the people they want to be, and coaching raises awareness, empowers choice, and leads to change" (Stanier, 2016). When employees start working as machine operators in a clothing factory, for example, they are led to the training line and instructed by a supervisor. 

Blended learning

Blended learning is the combination of traditional instructor-led classroom learning and technologically driven e-learning. The majority of current explanations for blended learning include a combination of virtual and face-to-face training (Cronje, 2020). A trainee merchandiser in the apparel industry, for example, can describe the procedures of the organization system via internet-based videos and publications, however, to demonstrate how a garment is manufactured, one must walk into the manufacturing flow and do it physically.

Action learning

In its most basic form, action learning is a mechanism for discovering innovative solutions to complicated challenges faced by individuals, groups of people, and companies (Grabinger and Dunlap, 1995)."The instructional material used in action learning is frequently the learner's experiences and needs" (Revans, 1980).  Action learning is a continual process of learning and reflecting while working on real-world problems with the assistance of a team of colleagues.  The action learning system is being used more and more to bring about breakthroughs in a variety of disciplines (McGill and Brockbank, 2003).

Role play          

It is a form of simulation that allows individuals to step into the shoes of different characters and act out scenarios that simulate real-life situations. Role Play is commonly used in training and educational settings to teach individuals how to handle difficult or challenging situations that they may encounter in their personal or professional lives (Lowenstein and Harris, 2007).

 

For example, in a workplace setting, role play can be used to train employees on how to handle difficult customer interactions. Participants can take on the roles of both the customer and the employee, and act out different scenarios that may arise during a customer service interaction. This allows employees to practice their communication and problem-solving skills in a safe and controlled environment, and receive feedback on their performance.

 

List of References

Alahassa, N.K.A., 2021. The Theory of Perfect Learning. Nonvikan Karl-Augustt Alahassa.

Avella, J.T., Kebritchi, M., Nunn, S.G. and Kanai, T., 2016. Learning analytics methods, benefits, and challenges in higher education: A systematic literature review. Online Learning, 20(2), pp.13-29.

Bhattacharya, S. and Nath, S., 2016. Intelligent e-learning systems: An educational paradigm shift.

Clark, R.C., 2011. Developing technical training: A structured approach for developing classroom and computer-based instructional materials. John Wiley & Sons.

Cronje, J., 2020. Towards a new definition of blended learning. Electronic journal of e-Learning, 18(2), pp.pp114-121.

Ellinger, A.D. and Bostrom, R.P., 1999. Managerial coaching behaviors in learning organizations. Journal of Management Development.

Gerring, J., 2004. What is a case study and what is it good for?. American political science review, 98(2), pp.341-354.

Grabinger, R.S. and Dunlap, J.C., 1995. Rich environments for active learning: A definition. ALT-J, 3(2), pp.5-34.

Henderson, M., Selwyn, N. and Aston, R., 2017. What works and why? Student perceptions of ‘useful’digital technology in university teaching and learning. Studies in higher education, 42(8), pp.1567-1579.

Jaspers, F., 1991. Interactivity or instruction? A reaction to Merrill. Educational Technology, 31(3), pp.21-24.

Kaur, G., 2011. Study and analysis of lecture model of teaching. International Journal of Educational Planning & Administration, 1(1), pp.9-13.

Landsberg, M., 2015. The Tao of coaching: Boost your effectiveness at work by inspiring and developing those around you. Profile Books.

Lo-oh, J.L. and Achankeng, N.D., 2021. Resilience effects on the self-development of adolescents in secondary schools in Kumba, Cameroon. International Journal of Arts, Humanities and Social Studies, 3(5), pp.103-114.

Lowenstein, A.J. and Harris, M., 2007. Role play. Innovative teaching strategies in nursing and related health professions, pp.173-181.

Madge, C., Meek, J., Wellens, J. and Hooley, T., 2009. Facebook, social integration and informal learning at university:‘It is more for socialising and talking to friends about work than for actually doing work’. Learning, media and technology, 34(2), pp.141-155.

Martin, B. O., Kolomitro, K., Lamb, C. M. T. (2014) Training Methods: A Review and Analysis. Human Resource Development Review, 13(1), pp. 11-35.

McGill, I. and Brockbank, A., 2003. Action learning handbook. Kogan page.

Oye, N.D., Salleh, M. and Iahad, N.A., 2012. E-learning methodologies and tools. International Journal of Advanced Computer Science and Applications, 3(2).

Pickering, T.G., 1992. The ninth Sir George Pickering memorial lecture ambulatory monitoring and the definition of hypertension. Journal of hypertension, 10(5), pp.401-409.

Revans, R.W., 1980. Action learning: New techniques for management. Blond and Briggs Ltd..

Salas, E., Tannenbaum, S. I., Kraiger, K., Smith-Jentsch, K. A. (2012) The Science of Training and development in Organizations: What matters in Practice. Psychological science in the public interest, 13(2), pp. 74-101

Stanier, M.B., 2016. The coaching habit: Say less, ask more & change the way you lead forever. Box of Crayons Press.

Yuen, A.H. and Ma, W.W., 2008. Exploring teacher acceptance of e‐learning technology. Asia‐Pacific Journal of Teacher Education, 36(3), pp.229-243.

Zainal, Z., 2007. Case study as a research method. Jurnal kemanusiaan, (9), pp.1-6.