The Differentiating Factors: Training, Development, Education, and Learning
Discuss about the Intellectual Capital Accounting in Action.
One of the key argument that Garavan makes is about identifying the differences between training, development, education and learning. In this argument Garavan highlights the key objectives of the mentioned aspects and discusses how they differ from one another. All the aspects might seem similar and have a core objective of internal learning and development but there are distinguishing factors which differentiates them.
Firstly, if training is to be considered, it can be seen as the development of a self, limited only to the skills required for the present job. The objective of education is solely on the enhancement of the individual and its behavioural objective cannot be compartmentalised as it depends on the choice of the individual[1]. Development on the hand focuses on the enhancement of the future of the individual preparing for future job roles, hence, its objective and results cannot be judged. Lastly, the learning process is the amalgamation of the all three above aspects as it incorporates characteristic features from all three. The training induces learning in an individual in a more technical manner as it focuses on the needs of the present job role. Education and development, both focuses on the learning that is dedicated to the internal enhancement of the individuals which can change their skills and prepare them for future challenges.
The main strength of Garavan’s argument is that is significantly explains the individual objectives of training, development, education and learning. The argument highlights how each of the aspects can help in the growth of an individual for the requirements in different phases of life. It focuses how an individual can plan on the acceptance of these development features to their particular requirements and enhance themselves. These type of analysis helps in the understanding of the employment laws which are used by the human resource department during choosing an individual. The key factors that are required by the company can be compartmentalised and divided using the analysis and the focus can shifted to one particular aspect that is required to meet the demands of the employer.
However, in making the distinctions and differentiating the key aspects can raise the debate about the usefulness and application of each issue for the enhancement of an individual. One employer might focus on the training aspect while others might focus on the educational and development aspect. This can make an individual confused about which process of enhancement he should focus upon for the enhancement of his skills so that it can meet the requirements of the potential employer. The development of an individual might incorporate an educational endeavour but the requirement demands a management training, which is bound to create confusion between the choice of a more technical or ornamental enhancement[2]. The usefulness of the aspects becomes highly subjective and a long study of the aspects is required for the final outcome of the enhancement to take place.
Garavan’s Argument
However, from this debate the conclusion can be drawn that these differences do exist in the process of personal enhancement and requires a wise analysis for its application accordingly.
The process of learning defines the aspiration and goal for ideal setting that develops the personal and professional understanding of every individual. The real feedback on self-assessment development of priorities is covering the entire leaning facility that initiated by the government. The process of implementation may differ in some case but the close gap of building mannerism and strengthen the process of behavioural nature of the employees are the key pattern of maintaining the process. There are four steps of leaning like Unconscious Incompetence, Conscious Incompetence, Conscious Competence, and Conscious Competence[3]. These activities are providing enough skills for the development of learning, expressing, practising and delivering knowledge and skill that develops the learning aspect in that case. The learning relativity may change as per the experience of the person and the psychological management process the person in is the crucial manner of delivering sensation, perception, attention and learning from the memory.
In this globalised business arena, when companies are competing with each other and want to get a good position in the market. This trainer needs to take more responsibilities in that case for the sustainable development of the organization. The trainer must know about the aim and objective of the organization and provide them with the useful training that will develop the understanding of employees[4]. The trainer should use some adequate training methods that design the layout of the process of training in an effective way. The understanding and control over the group process and react in a proper way in the difficult situations are the main training objective for the trainer. The man takes care of every employee as the friend and also takes care of the security and always provides positive vibrant that provides confidence to people and encourage them for the development of the organization. The trainer also stimulates the understanding and activities of engagement and controls all activities that help the process for the entire engagement.
The process of interventionist role presents in the trainer attitude and in that process, the trainer will found some employees who have experienced some difficulties in training. Maybe they are for different backgrounds or they are not habituated with the process, which training flows. In that case, changes in social and educational challenges and expertise them in proper behavioural manners are the key changes that need to make for the proper support in that case[5]. There are some specific programs have already set in that case and most of the process are like reading or math and through the process trainees, progress can be identified. Economic interventionism process of strengthening the economy and help in the case of welfare access is the basic promotion in that manner.
Debate about Usefulness and Application of Each Issue
This entire process of learning and prime responsibility in form of apprentices is the key that encourages the concept of learning transfer and non- the contextualized form of making specific contraction is the key manner of learning[6]. The deep thinking in training process and grab of accumulation of these learning manners are connected through the interventionist process and that facilitate the access of learning.
- The topic highlights the importance of people in an organisation. The discussion needs to analyse how the human resource department gives importance to the matter.
- The discussion should highlight the key aspects of the importance of people in an organisation and what are ways that the human resource department adopts in order to promote their importance and motivate them.
- The key line of the argument is to establish the contribution of the people in the organisation’s success and how the human resource department should recognise the efforts.
- The success parameters of an organisation are dependent on the effective functioning of the human resource of the organisation who looks after the operstions and functioning.
- The key factors of the employees include capacities, knowledge, talent and abilities. These are highly responsible for the success of the organisation.
- The employees handle the competition and challenges and are crucial in the survival of the organisation.
- The human resource department must be efficient to identify the skills of the employee and play an important role in allocating them specific job roles which can put their efficiency to good use.
- Experienced and motivated employees can produce a good result for the organisation
- The human resource department must protect and uplift their employees so that the employees feel their importance and put in their best effort.
- Use of technologies and updated work methods can influence the efficiency of the employees and can help the human resource department to promote their importance.
Conclusion:
- The summarised points of the importance of the employees.
- The key factors and what are their contribution to the organisation.
- The effectiveness and importance of the human resource department in maintaining and promoting the importance of the organisation.
The chosen extract is a reflective analysis of Skinner’s theories about learning and training. The author lists his arguments about how much Skinner’s theories can be put to use for the human resource department for maintaining the training and development of the employees. The author reflects the relevance of Skinner’s theories in the modern times and if it is still useful for understanding the training and development of an organisation.
The author furthermore highlights the technical limitations of Skinner’s theories and the issues that the theory doesn’t address. It highlights how the understanding of different crucial theories are limited in Skinner’s outlook of training and development. The author also highlights the environments which are suitable for Skinner’s theories and mentions that despite this Skinner’s theories are important in setting parameters for the human resource departments.
The chosen extract is an informative piece of writing which makes the reader aware of the effect of globalization and how it affects the training process in modern day organizations. The different aspects of the world, namely, social, political and cultural, contribute to the overall development of the corporate structure.
The discipline and coverage of the other issues in modern day training modules are inclusive of the effects of globalization and they all have the similar tendencies which converge from different aspects from around the world.
The chosen extract is an example of reflective writing which highlights how the author reflects his/her personal experience about how the social class of the people, their ethnicity and the gender was a predominant factor in influencing the education of an individual. The author who belonged to the working class community highlights several issues that were faced by the working class in the post second world war era. The author reflects how the teaching staff and the administration of the school comprised of nuns, priests, and people from the upper class and war heroes. It is highly noticeable that the teaching and administration staff did not comprise of people from the working class. This highlights the class divide pre-dominant in the society and it influenced the mentality of the people who were always subdued and their thinking powers and intellect were meant to be controlled.
The only thing that the school promoted was the catholic religion, compelling the students to remain involved in religious matters so as to diverge away from the other political and social causes. The author reflects that the religious studies was prioritised over other subjects and the students were made to believe that the catholic religion was the epitome of knowledge and ideals. The students were even given physical punishments for not attending the religious classes and Sunday masses. The extract highlights the religious bigotry and corruption present in the social system of post war society. It highlights how people were made to shift from the social causes and how the effort was made to limit the political power in the hands of the upper society and marginalising the working class people.
Reference:
Garavan, Thomas N. “Training, development, education and learning: different or the same?.” Journal of European industrial training 21, no. 2 (1997): 39-50.
Ainley, Patrick, and Helen Rainbird, eds. Apprenticeship: Towards a new paradigm of learning. Routledge, 2014.
Engeström, Yrjö. Learning by expanding. Cambridge University Press, 2014.
Serena Chiucchi, Maria. “Intellectual capital accounting in action: enhancing learning through interventionist research.” Journal of Intellectual Capital 14, no. 1 (2013): 48-68.
[1] Garavan, Thomas N. “Training, development, education and learning: different or the same?.” Journal of European industrial training 21, no. 2 (1997): 39-50.
[2] Garavan, Thomas N. “Training, development, education and learning: different or the same?.” Journal of European industrial training 21, no. 2 (1997): 39-50.
[3] Serena Chiucchi, Maria. “Intellectual capital accounting in action: enhancing learning through interventionist research.” Journal of Intellectual Capital 14, no. 1 (2013): 48-68.
[4] Ainley, Patrick, and Helen Rainbird, eds. Apprenticeship: Towards a new paradigm of learning. Routledge, 2014
[5] Engeström, Yrjö. Learning by expanding. Cambridge University Press, 2014.
[6] Serena Chiucchi, Maria. “Intellectual capital accounting in action: enhancing learning through interventionist research.” Journal of Intellectual Capital 14, no. 1 (2013): 48-68.
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