It was a paper presentation on learning and development, definition of terms,evolution of L&D etc.

1. THE PLACE OF LEARNING & DEVELOPMENT IN HR
PRACTICES :BY TAOFEEK TEMITAYO OSHINUGA.
M.ED(LAGOS)
LEARNING & DEVELOPMENT DIVISION, ADMINISTRATION & HUMAN
RESOURCE DEPT.,EDUCATION DISRTICT I, AGEGE, LAGOS NIGERIA.
temitayo20012000@yahoo.com,temitayooshinuga@gmail.com
BEING A PAPER PRESENTED
AT THE NIGERIAN INSTITUTE OF TRAINING
AND DEVELOPMENT (NITAD) MEMBERSHIP
COMMITTEE’S MEETING HELD ON TUESDAY 4th
AUGUST, 2015 AT INDUSTRIAL TRAINING FUND
LAGOS AREA OFFICE OJOTA, LAGOS

2. LEARNING OBJECTIVES
AT THE END OF SESSION PARTICPANTS SHOULD BE
ABLE TO:
DEFINE THESE TERMS
* LEARNING,DEVELOMENT,LEARNING &
DEVELOPMENT. IDENTIFY SOME ELEMENTS OF
L&D
• HIGHLIGHTS THE DIFFERENCES BETWEEN L&D
AND TRAINING
• DISCUSS THE EVOLUTION OF L&D

3. LEARNING OBJECTIVES
CON’TD
• IDENTIFY THE ROLES &RESPONSIBILTIES OF A
L&D MANAGER
• DESIGN & DEVELOP A LEARNING &
DEVELOPMENT STRATEGY USING ADDIE
MODEL
• BRAIN STORM ON THE FUTURE OF LEARNING
& DEVELOPMENT

4. INTRODUCTION
• Learning and Development has emerged as one of the
main differentiators in our knowledge economy where
great people make the greatest difference in the
success of a company. As more companies recognize
the importance of L&D, more time, effort and
investments are being made in the same.
• Learning and development is always about change -
changing people, changing organisations. So it follows
that being able to embrace change is an important
attribute for anyone in a learning and development
role.

5. INTRODUCTION( CON’TD)
•Organizations need people with high levels of
knowledge, skills and abilities
•organizations need to take account of the
personal needs of those employed for
development and growth.
•This is good in itself but it also means that the
organization will be a more fulfilling and
therefore attractive place in which to work.

6. DEFINITION OF TERMS
•Learning – the process by which a person acquires
and develops knowledge, skills, capabilities,
behaviours and attitudes. It involves the
modification of behaviour through experience as
well as more formal methods of helping people to
learn within or outside the workplace.
•Development – the growth or realization of a
person's ability and potential through the
provision of learning and educational experiences.

7. DEFINITION OF TERMS (CON’TD)
• Learning & Development (L&D) is a timeless
and invaluable resource for building employee
skills, enhancing their motivation, and
contributing to productivity and engagement.
It is particularly invaluable when the learning
activities are linked to the employees’
developmental goals identified in the
performance management process.

8. SOME ELEMENTS OF LEARNING AND DEVELOPMENT
• Talent Management is a set of integrated organizational HR
processes designed to attract, develop, motivate, and
retain productive, engaged employees. The goal of talent
management is to create a high-performance, sustainable
organization that meets its strategic and operational goals
and objectives.
• Career Development is the lifelong process of managing
learning, work, leisure, and transitions in order to move
toward a personally determined and evolving preferred
future.
• Training – the systematic application of formal processes to
impart knowledge and help people to acquire the skills
necessary for them to perform their jobs satisfactorily.

9. SOME ELEMENTS OF LEARNING AND DEVELOPMENT
(CON’TD)
• Education – the development of the knowledge, values
and understanding required in all aspects of life rather
than those relating to particular areas of activity.
• Appraisal: Impartial analysis and evaluation conducted
according to established criteria to determine the
acceptability, merit, or worth of an item.
• Mentoring is a personal developmental relationship in
which a more experienced or more knowledgeable
person helps to guide a less experienced or less
knowledgeable person. The mentor may be older or
younger, but have a certain area of expertise.

10. SOME ELEMENTS OF LEARNING AND DEVELOPMENT
(CON’TD)
• Coaching is training or development in which a
person called a coach supports a learner in
achieving a specific personal or professional goal.
The learner is sometimes called a ‘coachee.’
• Counselling is a type of talking therapy that
allows a person to talk about their problems and
feelings in a confidential and dependable
environment. A counsellor is trained to listen
with empathy.

11. DIFFERENCES BETWEEN TRAINING &LEARNING &DEVELOPMENT
TRAINING LEARNING AND DEVELOPMENT
Training is a systematic
approach to improving
employees’ knowledge, skills,
and attitudes in order to
hone their ability to perform
today’s job responsibilities
Learning and development is the
systematic process of preparing
employees and leaders for future
responsibilities
Training is an intervention
that is delivered by an
instructor or facilitator.
Learning is the process of acquiring
knowledge or skill in the context of
organizational goals by discovering
information via tools and mechanisms the
organization has made available to
learners.

12. THE EVOLUTION OF LEARNING AND DEVELOPMENT
• In the last 30 years, the role of the human resource developer has
changed from one of training individuals to one of facilitating
learning. The perception of the employee has changed from one of
a simple resource to that of a resourceful individual, who should be
nurtured for the benefit of the company and society. Autonomy is
encouraged as is a creative and entrepreneurial outlook. Nigel
Walpole, Managing Director Bray Leino Learning explains.
• The eighties and nineties saw the trend for ‘learning organisations’
where the economic benefits of a culture of learning were
recognised. Staff development and training moved centre stage
with increased budgets filling training rooms with ring binders of
materials to keep the workforce up to date with the skills,
knowledge and processes required for the organisation’s success.
Learning and development was big business, spawning a whole
industry of publishers, consultancies and training companies.

13. THE EVOLUTION OF LEARNING AND DEVELOPMENT
(CON’TD)
• Thirty years ago, the training needs of
employees were stored on a simple database
listing the requirements of each role within an
organisation. More sophisticated databases
would track the validity and currency of the
certificates and training materials and provide
evidence of compliance but bore little
resemblance to the sophisticated Learner
Management Systems used today.

14. EVOLUTION OF LEARNING AND DEVELOPMENT
• A modern LMS acts as a virtual learning environment;
an online classroom, space for interaction and
communication with tutors and peers, an e-portfolio
and method of tracking, shaping and analysing the
learning journeys of employees. A good LMS puts the
learner in control of their own development. This kind
of LMS is a typical example of disruptive technology,
changing the way the HR department works. The HR
manager or L and D professional works with the
employee to identify areas for development and
support the learner in the removal of any obstacles to
their successful development, rather than allocating
training materials for specific roles.

15. EVOLUTION OF LEARNING AND
DEVELOPMENT (CON’TD)
• With sophisticated learner management systems
come sophisticated learner analytics. The modern
HR manager needs to be comfortable with data.
The data provided by a company LMS not only
helps in constructing the learner journey and
improving success rates, it is also invaluable when
it comes to measuring the ROI of the HR
departments staff development activities and
informing future spend. It encourages a strategic
approach, essential in a climate where
technological and economic change moves at
such a fast pace.

16. ROLES & REPONSIBILITIES OF L&D MANAGER
• Identifying personnel who are in in need of
additional training.
• Working with third party consultants and
professionals on how to improve in-house
employee learning and teaching strategies.
• Designing in-house materials and resources for
employee development and education.
• Developing a blended approach which integrates
different learning modes, such as coaching,
classroom instruction, online learning and action
learning..

17. ROLES & REPONSIBILITIES OF L&D MANAGER (CON’TD)
• Implementing blended learning strategies and
training sessions at a managerial level.
• Managing the development of one or more
training teams.
• Managing the budget for the organization’s
training processes.

18. ROLES & REPONSIBILITIES OF L&D MANAGER (CON’TD)
• Technology is core to learning, L&D manager keeps
up-to-date with learning trends, changes in learning
theory and developments in learning technologies.
• Collaboration and exchange of ideas, the process of
being so proactive means that many great learning
and development managers network highly too. They
exchange ideas, articles, information - using tools
such as LinkedIn and Twitter. This feeds their natural
desire to learn and helps them keep at the top of
their game.

19. DEVELOP AND DESIGN A LEARNING & DEVELOPMENT
STRATEGY USING ADDIE MODEL
• DEFINITION
The ADDIE Model is an approach used by instructional
designers and content developers to create instructional
course materials. The model has been adopted as the
standard method by many instructional designers because of
its flexibility.
OVERVIEW
The ADDIE Model of instruction systems design (ISD) was first
developed for the U.S. Army during the 1970s by Florida State
University’s Center for Educational Technology. ADDIE is an
acronym for the five-phase courseware development program
of analysis, design, development, implementation and
evaluation.

20. DEVELOP AND DESIGN A LEARNING & DEVELOPMENT STRATEGY
USING ‘ADDIE MODEL’
• ADDIE was later adapted for use by all branches
of the U.S. Armed Forces. It has become a widely
used and frequently modified best practice within
the private sector. It is often employed for
compliance training and other learning events
that are not time sensitive.
• One of the attractions of the ADDIE Model is its
flexibility. For example, it can be used with both
individualized and traditional instruction

21. ADDIE MODEL

22. ADDIE MODEL
• Analysis. In the first phase, the instructional challenge of the course
is detailed, objectives are established and issues such as learner
skill level are identified.
• Design. A variety of concerns are addressed at this phase to achieve
optimal courseware design and systematic development of the
training program. They include learning objectives, content,
assessment instruments, exercises, subject matter analysis, lesson
planning and media selection. Each is pursued under a logical and
orderly method of identifying, developing and evaluating plans for
meeting instructional goals.
• Development. Courseware designers and developers create the
content following the design phase’s blueprinted. That includes
design of storyboards and graphics, as well as integration of any
eLearning technologies.

23. ADDIE MODEL
• Implementation. This phase focuses on developing procedures
for training both facilitators and learners. Facilitators training
should explain the curriculum, learning outcomes, method of
delivery and testing procedures. Student preparation includes
training the use of new software and hardware, and registration.
Preparation of learning materials including books, tools, CD-
ROMs and software is conducted, and the website tested.
• Evaluation. The evaluation phase is ongoing throughout the
design process. Its purpose is to ensure that all stated goals of
the learning process will meet the specified needs. Another
objective of this phase is to identify on-the-job performance
following completion of the course, and to ensure that business
needs are met.

24. BRAINSTORMING ON THE FUTURE OF L&D IN HR
PRACTICES

25. WHAT WILL THE FUTURE HOLD FOR L&D ?
• Start an Advanced Learning Team that is cross generational,
cross-functional, multi-level and charge them with finding out
the social and technology learning needs and desires of your
organization.
• Measure if learning has occurred within your programs and
workshops based on if the learner has learned not on whether
they “attended” the learning session. Test this with
assessments, behavioral changes and continued learning
opportunities.
• In workshops and training allow for the ‘social sandbox’ to occur.
Next-generation trainers (whether in-house or vendors) will
have to be great facilitators of both competency learning and
social engagement (group discussions, mentorships, sponsors,
break out groups) when providing workshops and trainings.

26. WHAT WILL FUTURE HOLD FOR L&D IN HR
PRACTICES ? (CON’TD)
. Continue to invest in learning and development. It
seems simple, but so many organizations are cutting back
on this in our current economic state. It’s scary – if we
continue to cut back we are going to have a very
competency-depleted workforce within 5-10 years.
. Embrace flexible, blended learning Most organizations use
in-classroom workshops as the primary means of learning. But
in a time where budgets are tight and teams are
geographically dispersed, this just isn’t reasonable anymore.
Managers need training alternatives that let people learn on
their own time, or in the ways they learn best. Flexibility in
training is key.

27. APPRECIATION
THANK YOU FOR LISTENING