Common Learning and Development Methods

Learning organizations empower employees to solve problems independently as well as to take advantage of the experiences of their peers (Ellinger and Bostrom, 1999). They have the opportunity to share their ideas and insights without fear of judgment, expand their knowledge, and work together to achieve common goals. The organization is the primary benefactor of this creative and free-thinking approach (Avella, Kebritchi, Nunn and Kanai, 2016).

In a present highly competitive work environment, an organization that trains as effectively and efficiently as possible will always excel.  Emphasizing process, performance, and employee motivation as the key to success, it is undeniable that learning has become a competitive parameter of an organization (Alahassa, 2021).

It is important for the organization to identify the learners' tendencies within the organization, and the learning style they prefer to help them grasp as much content as possible. The trainer’s method or training medium, along with the learner's learning style, shares the weight of the productivity of the training program (Martin, Kolomitro and Lamb, 2014). It is therefore the responsibility of the trainer to identify the appropriate methodology for his training (Salas, Tannenbaum and Kraiger, 2012).

According to Henderson (2017), the following are methods, organizations use commonly to carry out Learning and Development methods.

Action learning	Corporate Universities	Mentoring
Blended learning	E-learning	Role-playing
Case studies	Instruction	Lecture
Coaching	Self-Development	Outdoor training
Continuing Professional Development (CPD)	Simulations/Business Games

Some of the above methods are described below:-

Action Learning: - “Action learning, in the simplest definition, is a process for developing creative solutions in tackling complex problems of individuals, groups of people, and corporations (Grabinger and Dunlap, 1995).” The working material used in action learning is the learner's experiences and needs that are often used (Revans, 1980).  Action learning is a continuous process of learning and reflection working on real issues with the help of a team of colleagues.  The action learning system is increasingly used to bring innovations in various fields (McGill and Brockbank, 2003).

 

Blended Learning: - Blended learning is roughly the integration of led by traditional instructors’ conducting classroom learning and technology-based e-learning. Most current definitions of blended learning refer to a blend of online and face‑to‑face instruction (Cronje, 2020). For example, a trainee merchandiser who works in the apparel field can explain the process of the organization system in online-based using videos and articles, but to show how a garment is produced, one has to go into the production flow and need to do it practically.

 

Case studies: - “A case study can be defined as an intensive study about a person, a group of people or a unit, which is aimed to generalize over several units' (Gerring, 2004)”. “Although case study methods have been a controversial approach to data collection, they are widely recognized in many sociological studies, especially when seeking in-depth explanations of social behavior (Zainal, 2007)”. For example, this learning method is often used by an R&D department in an organization to gather various data and find solutions to various problems, weaknesses, new concepts and technological advances in the organization.

Coaching: -  “Coaching has been defined in many ways. The essence of coaching is: To help a person change in the way they wish and helping them go in the direction they want to go (Landsberg, 2015).” Coaching supports a person at every level in becoming who they want to be and coaching builds awareness empowers choice and leads to change (Stanier, 2016). For example, when employees get a job as a machine operators in a garment factory, they are first directed to the training line and coached by a supervisor.

 

E-learning: - The learning system based on formal teaching but with the help of electronic resources is called E-learning (Bhattacharya and Nath, 2016).  Teaching can be based in or outside the classroom, and the use of computers and the Internet is a key component of e-learning (Yuen and Ma, 2008).  The e-learning network can also be referred to as an active exchange of skills and knowledge, provided to a large number of educators at the same time or at different times (Oye, Salleh and Iahad, 2012). For example, Adidas has introduced a unique L&D solution called The Group Learning Campus to train over 51,000 workforces worldwide.  This new initiative consists of video lectures, e-books, pdfs, and a wide range of social and interactive learning materials which all employees can access any time they want. Employees receive ‘recommendations’ and have the option to rate and review content on the platform. As a result of this, employee engagement and skills have gone up, bringing improved performance for the management and company.

 

Instruction: - “According to Gagne, instruction can be defined as the bundle of “instructional events” that creates the necessary “external conditions” for learning (Jaspers, 1991).” If defined in another way, an outline or manual of technical procedure and the action, practice, or profession of teaching (Clark, 2021).  For example, In a Garment factory, when checking the quality of a garment, quality checkers are given an instruction form that includes key checkpoints.  Through this, the company expects to get the garment checked very well.

 

Lecture: - “The most traditional and direct method which is mainly for large participants (Kaur, 2011)”. “If introduced in another way, an educational talk to an audience, especially one of students in a university (Madge, Meek, Wellens and Hooley, 2009)”. For Example, when conducting workshops on care label instruction in apparel manufacturing companies, provide the lecture to all company merchandisers on the care label instruction by using a specialist from an outside company.

 

Role-Playing: - “Role Play is a dramatic technique that encourages participants to improvise behaviors illustrating the expected action of persons involved in defining situations (Lowenstein and Harris, 2007)”. 

 

Self-Development: - “Self-development is taking steps to better yourself, such as by learning new skills or overcoming bad habits (Lo-oh and Achankeng, 2021).”

List of Referencing

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.