Designing, Delivering and Evaluating Learning and Development

 Designing, Delivering and Evaluating Learning and Development
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Designing, Delivering and Evaluating Learning and Development
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Designing, Delivering and Evaluating Learning and Development
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Introduction: Training, Learning and Development
Organizations are operating a rapidly changing environment necessitating for learning and
development training among employees. According to McLean (2006), learning and
development, training in an organizational setup is different from the traditional training. The
traditional training was tailored to impart occupational related skills, knowledge and techniques,
with no regard to learning and personal development. Therefore, training that facilitates learning
and development extends beyond the traditional occupational related skills imparting to include
motivational opportunities for employees and employers, more so in the challenging business
environment. Organizations, therefore, have redefined learning; training is no longer a standalone organizational event but a strategic component of organizational growth. Consequently,
new training approaches have emerged such as action learning, organizational learning,
coaching, mentoring and just-in-time training.
Because improved learning and development in the organization contributes to improved
organizational performance, learning and development managers should ensure that learning and
training activities in an organization are of sound quality. According to Noe (2008), learning and
training programs should be accurate, credible, clear and practical and, therefore, a learning and
development manager should design, assess and review learning activities in an organization.
Therefore, as a learning and development manager, this report seeks to brief the senior
management on ways in which the existing approach to needs analysis, design, delivery &
evaluation might be enhanced
Designing, Delivering and Evaluating Learning and Development
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Theoretical Framework
According to Lien, Hung and McLean (2007, p.215) learning in an organization can viewed
through theoretical approaches, namely the behaviorist approach and cognitive approach. Gond
and Herrbach (2006) state that the behaviorist approach view learning in organizations as an
adaptive response to changes in their environment, therefore, learning is a goal driven adaptive
process. Whereas cognitive approach view learning in organizations as a cognitive shift driven
by advancement of knowledge, therefore, learning in an organization is a cognitive alteration that
aid in knowledge acquisition and sharing of knowledge and information. Slater and Narver
(1995) assert that the two orientations, market and learning orientations, as proposed by
behaviorist and cognitive theoretical approaches are inseparable. Slater and Narver (1995)
continue and argue that the learning orientation facilitates market orientation approach and
performance. Similarly, Hurley and Hult (1995) state that learning in organization facilitates
innovation.
Salas and Cannon-Bowers (2001, p. 474) observe that since 1992, numerous new and holistic
theoretical frameworks for learning, training and development have been developed to give a
deeper and comprehensive thinking into training, learning and development in organizations.
The new theoretical approaches to training and learning have influenced the design and delivery
of training and learning activities. For example, Salas and Cannon-Bowers (2001, p. 474)
outlines that an integrative learning and training framework advanced by Tannenbaum
influenced how organizations designed and delivered training and learning programs. The
integrative framework postulates and highlights conditions, both pre-training and in training that
affects the learning process, together with factors that aid in transfer of acquired skilled post 
Designing, Delivering and Evaluating Learning and Development
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training period. Kozlowski and Salas (1997) observe that characterization of factors and
processes in training intervention influence transfer of skills and knowledge. Salas and CannonBowers (2001, p. 474) report that in the year 2000, Kozlowski and other colleagues studied and
advanced theories that consider organizational factors and training design that affect vertical
transfer process, which according to Salas and Cannon-Bowers (2001, p. 474) is the “upward
propagation of individual-level training outcomes that emerge as team and organizational level
outcomes.” Following this study, other scholars have studied barriers that impede on
implementation of learning in organizations. Salas and Cannon-Bowers (2001, p. 474) continues
to observe that other research studies have postulated new theoretical frameworks of learning
and evaluation concepts and theories through expanding evaluation typology and incorporating
recent concepts in cognitive psychology.
Other theoretical frameworks that have