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Learning and Development - CMI Level 5 Diploma in Management MAQ
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- CMI Level 5 Diploma In Management
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LEARNING AND DEVELOPMENT KNOWLEDGE ASSESSMENTLEVEL 5
What factors enable adults to learn effectively and what varieties of learning opportunities are
available to them in your organisation?
There are several individual factors that will effect the motivation of why and how individuals learn,
the seven characteristics of highly effective learning programmes as detailed below cover the
majority of those. Individuals, and especially adults who have been out of the “learning
environment” of a school, college or University for some years need to have a reason for wanting
learn in the first place, this is usually connected with personal achievement or professional
progression that may mean the provision of a better standard of living. Younger individuals who are
more conditioned to learning frequently are generally more practiced in the styles of revision, being
tested and absorbing information from lectures and teachers etc. Adults are usually more
encouraged to learn for themselves if they find the learning interesting or relative to something that
they wish to develop.
Dorothy D. Billington Pd D, has devised the seven factors below which can be applied to adults
effectively learning in the workplace or indeed in an institution for learning. I have shortened the
original descriptions to identify the main points:
An environment where students feel safe and supported, where individual needs are
considered, where abilities and life achievements are acknowledged.
An environment that encourages experimentation and creativity.
Adults wish to be appreciated for their experience and learn relevant information to their own
needs.
Students take responsibility for their own learning and are motivated to learn for themselves.
Challenge. Optimal pacing is challenging people just beyond their present level of ability. If
challenged too far beyond, people give up. If challenged too little, they become bored and
learn little.
Active involvement in learning, experimenting rather than being lectured, carrying out
Action Plans and achieving through learning. Adults prefer to learn something connected to
their roles or a role in which they wish to work.
Regular feedback mechanisms.
Source: Seven Characteristics of Highly Effective Adult Learning Programs - Dorothy D.
Billington, Ph.D.http://www.edusearch.co.nz/content/articles.php?descriptions=&article=
0000000072&edusearch=a01bd72aa831cc12698ea2cb8e2fbfa3
Taking into consideration the above, adults prefer to work towards something that is relevant,
achievable by them, is challenging and will give them an ability to practice what they have learned
in their workplace.
The diagram below could be followed to categorise learning activities which an individual wishes to
develop in, and possibly identify a course that could be suitable and provide progression and
learning in all or most of the points that would be listed under each of the 4 headings. This can be
used in conjunction with feedback from peers and Managers to provide you with the information for
those areas which you are unaware of yourself. Being aware of current skills can identify suitability
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, for qualification in a certain subject, and completion may reveal results which can assist an
individual in their career progression, through their abilities and perceived lack thereof.
Source: http://www.my-skills.co.uk/store/import/589,9,
The organisation could use the above model to ascertain certain skills areas within Units and
Departments and carry out a revision on Role Specific Training for profiles therein.
Within the organisation there are various forms of learning and training opportunities available to all
staff. Some training/learning is mandatory, some is preferred but all is available to those who
require it. The different ways in which these opportunities are presented are as follows:
Organised Training – Role Specific, Optional, Mandatory.
IT based intranet training modules i.e. Domestic Abuse Module 1, Knowledge Solutions.
Online learning – NCALT based Diversity training for example.
Coaching/Tutoring/Mentoring within departments.
Workshops – designed for those who require further learning in a specific subject matter.
The majority of the training provided by the organisation is Role Specific or mandatory training for
all individuals (mandatory training would be First Aid for all staff, Defensive Tactics, First Aid,
Response Driving for PCs for example). However, this said, there are several opportunities for
individuals to explore their own personally objective training types through the means described.
Staff can undertake any training they wish to, provided they have the will to learn and feel that it is
relevant to themselves or their aspirations in the future. To re-iterate an earlier statement, adults
need to be able to relate their training to their role or roles which they wish to carry out to give it
meaning and encourage them to commit their time and energy to achieving the results they require.
Our organisation provides these means and is committed to developing further in the future to
maintain the highest standard of staff learning and training.
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