Summary

Introduction 3

Chapter 1

The Knowledge Society 6

Chapter 2

The Knowledge Worker and Talent Management 10

Chapter 3

Competences and the Training Plan 15

Chapter 4

Training Methods and Techniques 21

Chapter 5

Specific Techniques for Developing Skills 31

Chapter 6

Lifelong Learning 35

Conclusions 40

References 42
Introduction

Introduction

Back to summary -3-

Introduction

Managing talent is an essential task in the instructor-led training with E-learning,

work of HR in organizations. It ranges from and uses techniques such as webinars

selecting the best individuals to making sure and gamification, have revolutionized the

they develop personally and professionally modern training in organizations. Flexibility,

within the company. personalization, interactivity, etc. make the

worker become more engaged and obtain

In this unit, we will look at how companies
the most benefit from the training.
can use training to enhance their workers’

skills and increase their knowledge. To do

this, they create a Training Plan to structure

the company’s training strategy, and to

ensure that the targets established are

achieved satisfactorily. Training methods

and techniques are extremely important

in this Plan. Methods like Blended

Learning, which generally combines Video 21st Century Education

Back to summary -4-

Introduction

Managing talent is an essential task in the must also keep up to date and constantly

work of HR in organizations. It ranges from improve, and there is no way to do this

selecting the best individuals to making sure other than lifelong learning. It ranges

they develop personally and professionally beyond updating the content of the

within the company. worker’s main area of knowledge, as it is

permanent and comprehensive training

As might be imagined, it is not only
that does not simply refresh the content
organizations which have to permanently
already acquired at school or at university.
reinvent and refresh themselves. Workers

At a time of rapid change, in which adaptability to

the market, innovation and learning are going to be
continuous and vital, it is imperative that companies
are smart. They must be able to take advantage of
all their employees’ skills, the organization’s entire
potential, and all the creativity that may emerge from
combined efforts. The issue is not one of recruiting
many gifted people, but instead of making the whole
thing act intelligently. To put it in a nutshell: the aim
is to get a group of ordinary people to produce
extraordinary results.
José Antonio Marina, The Flight of Intelligence

Back to summary -5-

Chapter 1 The Knowledge Society

The Knowledge
Society
Chapter 1

Back to summary -6-

Chapter 1 The Knowledge Society

There have been numerous changes in development of the “knowledge society,”

organizations as a result of the globaliza- in which individuals, as sources of knowled-

tion of the economy and the development ge and subjects with talent are the engine

of ICTs, but in this unit we will focus on of progress, for the added value of organi-

knowledge (transformed into talent) as the zations, and what makes them competitive.

decisive variable in organizations’ success. We will cover talent management later, and

consider this concept in depth. For now we

Knowledge is organized data and informa-
will focus on what we call the knowledge
tion acquired as a result of learning, expe-
society.
rience and introspection. Focused on sol-

ving a specific problem. It has always been The information society

an asset but with the development of the emerged as a result of increa-

ICTs, applications have been developed that sing technological capacity,

enable it to be shared, managed, created, which has enabled social, eco

measured, followed, etc. This has led to the

Infographic Knowledge Management Maturity. Source: Kleber Wedemann

Back to summary -7-

Chapter 1 The Knowledge Society

ging in the information era. In the Network

Society, reality is constructed by infor-

mation networks that process, store and

convey information without constraints of

distance, time or volume.

A new networked economy is emerging,

Video Knowledge Management
leading to the company-network, a new

nomic, cultural and political relations to be economic organization with high levels of

restructured based on developments in flexibility and operability, and a variable

telecommunications infrastructure. structure which acts as a network: it has flat

hierarchies and the interconnection of the

The term was coined in 1962 by Fritz Ma-
various nodes is the most important factor.
chlup in his book “The production and
It operates worldwide thanks to its enor-
distribution of knowledge in the United States,”
mous informational capacity.
in which he studied working methods, and

concluded that more jobs managed infor- The Knowledge Society. This

mation than involved physical effort. Accor- term was first used in 1969

ding to his estimates, in 1962 35 percent of by the business management

the United States’ GDP came from the infor- philosopher Peter Drucker in

mation sector, and he projected this value his book “The Age of Discontinuity.” Drucker

into the future as being certain to become had previously coined the term “knowled-

the dominant descriptor in production. ge worker” in “Landmarks of Tomorrow” in

1959. It goes beyond the information socie-

The Network Society. This
ty and network society that is derived from
term was coined by Jan van
it, as it deals with information being applied
Dijk 1991, in his book “The
efficiently in order to generate real added
Network Society” and has been
value as it becomes knowledge.
developed mainly by Manuel Castells, as a

form of socioeconomic organization emer-

Back to summary -8-

Chapter 1 The Knowledge Society

The most important thing is not the amount

of knowledge in itself, but its productivity,

as it is companies’ basic resource. Further-

more, the desire to apply knowledge to

generate more knowledge had to be based

on a high level of systematization and orga-

nization of information. This led to the need

for lifelong learning.

Video What is the Digital Divide.

There is currently a number of gaps that

means that today’s society is closer to the

information society than the knowledge

society.

Graphic Internet users in 2015 as a percentage of a country’s population Source: International

Telecommunications Union. Create by Jeff Ogden for Wikipedia.

Back to summary -9-

Chapter 2 The Knowledge Worker and Talent Management

The Knowledge
Worker and Talent
Management
Chapter 2

Back to summary - 10 -
Chapter 2 The Knowledge Worker and Talent Management

Although we are not living in a 100% If there is one differential factor in the ma-

knowledge society, we can see that it is nagement of talent in all organizations, it is

playing a huge role. This is the role of a undoubtedly their training policy. Training

knowledge worker, defined by Drucker in companies was traditionally limited to

in the following terms: “a knowledge worker providing courses covering various aspects

is an individual who has specific knowledge, of a generic field of interest for the job or

learning, and uses it to work.” This practical for the worker, within a rigid programme,

application of knowledge takes the form of and determined entirely by the company.

talent. This paradigm has been overcome for the

following reasons:
Talent is an individual’s ability to combine
˜˜ The training opportunities provided
their knowledge, attitudes and skills in an
by the ICTs
optimal way, which makes them the per-
˜˜ Demands for new worker profiles
fect person to carry out a specific task at an
˜˜ Labour mobility and flexibility
optimum level (or even higher, beyond what

is expected and needed) within an organiza- A knowledge worker or worker with talent

tion. can be found at all hierarchical level:

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Chapter 2 The Knowledge Worker and Talent Management

Managing talent involves applying knowled- The management of applied

ge where it adds most value. It is impossi- knowledge or talent is a
ble for an organization to achieve its ob-
new business culture a way
of managing organizations
jectives with inefficient or poorly located
that makes human resources
people. The task of human resources as the main asset, and bases
regards talent is to achieve a harmonious its competitive power on the
relationship between an organization and ability to share information
its employees. As the relationship between
and experiences, and
individual and collective
the organization and its employees beco-
knowledge.
mes more firmly consolidated, results will

improve, resources will be optimized and

vations that influence both the creation of
the objectives established will be achieved.
knowledge and knowledge acquisition and

their level of commitment (engagement)

with the organization must now be conside-

red.

Talent management in organizations con-

sists of creating organizational talent - i.e.

the transition from the talented professio-

nal to organizational talent.

Video Save the world from boring training

Creating an organizational environment

For this to happen, the organization must that creates value for professionals, and

manage other aspects than those of a motivates them to contribute to and conti-

purely cognitive nature, such as knowledge nue in the company. This is basically achie-

and the skills for which training was tradi- ved by reinforcing their commitment to the

tionally provided. The attitudes and beha- organization by means of policies for retai-

viours of individuals, their demonstrated ning talent.

competences, their emotions and moti

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Chapter 2 The Knowledge Worker and Talent Management

The Fundamental Keys for a Successful The Factors Facilitating

Talent Management Process: Organizational Talent.

Leadership, work environ-
Attract and Develop Ta-
ment, an open culture, de-
lent. Retention begins with
fined but flexible organization, fair pay and
policies for the recruitment
open and consistent management systems.
and selection of talent. The
When managed properly, they create the
planning and selection of personnel are cru-
necessary environment for professionals to
cial at this point. The two processes must be
commit themselves and make the transition
carried out while thinking in overall terms
from individual to organizational talent.
- not only about the need to fill a particular
Otherwise, we “frighten off” talent.
post, but also about what that individual

can bring to the organization as a whole.

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Chapter 2 The Knowledge Worker and Talent Management

Leaders Are the Key Figu- Motivation. In order to mo-

res. In motivation and de- tivate, the desire to do so

motivation. Human resou- is not enough. Motivation

rces should not be limited also depends on what the

to simply managing staff, but should get the person wants, and particular factors to be

best out of the team. borne in mind are that:

Climate. Measuring the • People have many different needs

climate in teams will pro- • A satisfied need is not a motivator

vide information on the • Needs are structured in a two-

degree of cohesion among level hierarchy

its members and whether the professionals • Needs differ in terms of what

feel like they are architects of a cathedral or satisfies them

workers in a quarry, i.e. committed profes- • More than one need is activated

sionals or not. at a given point in time

• Money responds to several diffe-

rent needs

• People also have a great need to

be treated fairly

Defining and Explaining the

Corporate Culture and Va-

lues. The level of consensus

between reality and what is

desired. An open and participatory culture

Video What is Talent Management
always fosters the attraction and develop-

ment of talent.

Back to summary - 14 -
Competences and
the Training Plan
Chapter 3
Chapter 3 Competences and the Training Plan

A competence is the ability to use knowled- All competences and skills can be taught

ge, skills and values to do a job properly theoretically, but putting them into practice

and to face changes successfully. In other is very different. If they are to be internali-

words, it is the way a person uses all their zed and implemented, there must an indi-

resources to perform a task in a given con- vidual commitment, and a number of obs-

text. If the level of this personal competen- tacles must be overcome, As shown in the

ce is high, then the person is talented. graphic at the bottom of the page.

Obtaining knowledge and some skills is no In short, everyone must leave their comfort

longer sufficient - the improvement must zone. It is something that stops us from ta-

be continuous and comprehensive, and king action, and makes us feel lazy, lethargic

as such training must always be present, and careless. Put simply, when we procras-

otherwise we will be limiting our potential tinate (or postpone) our work, what is hap-

at crucial times in our professional life. pening is that we are trying to stay within

the comfort zone. This comfort zone has

If a company is to improve its workers’ com-
to be expanded for us to feel increasingly
petences, it must develop their individual
comfotable with difficult tasks and complex
competences, which can be defined as the
activities, with changes, innovations, etc.
group of abilities, knowledge, attitudes and

skills which allow an individual to deal with In the case of corporate training/learning,

complex activities effectively. the role of the worker and the benefits to

Back to summary - 16 -
Chapter 3 Competences and the Training Plan

Infographic Most Important Work Skills infographic. Source: Nowsourcing

Back to summary - 17 -
Chapter 3 Competences and the Training Plan

him/her are clearly defined, but how does is skilled and trained to adopt that

the company benefit from investing in its role (More information here).

workers’ training? Some of these benefits

˜˜ Employees who are willing and able
are:
to continuously improve at work.

˜˜ Competitive advantage. Companies Lack of time and money for training

like Nokia has lost their market to is often a barrier for workers, so if

new competitors like Apple, or the the company is training them, they

many search companies who lost will be able to develop and give their

the search market to Google. These work added value. Link

companies don’t fail to innovate.

˜˜ A more motivated workforce. Tra-
They simply fail to learn.
ining is a motivating factor, as are

˜˜ More skilled staff. The quality of the Career Plans that can be deve-

the workers’ contributions to the loped with a specific worker so that

company is directly related to their with the appropriate training, they

level of skills and training. It is not a are promoted professionally within

question of having a lot of university the company.

qualifications, but rather of recei-

ving the appropriate training for the

needs and specific features of the

company, and the post held within

it.

˜˜ Strengthening of leadership The

figure of the hierarchical superior

is critical in achieving objectives, Video Increasing Time and Cost Effectiveness of

Company Training
meaning that the company must

promote the figure of a leader who

Back to summary - 18 -
Chapter 3 Competences and the Training Plan

˜˜ Cost savings. Retraining of emplo- members must be committed to it

yees is cheaper than hiring new and to the objectives established.

staff. Training is the perfect way to make

known everything about the organi-

˜˜ Employer branding. A company with
zation, its objectives, mission, vision,
a strong training culture is more
culture and values, etc.
attractive to job seekers, and makes

candidates consider an organization The company will organize training in a Tra-

more positively as a result. Training ining Programme which is built by following

is also part of the emotional salary, a systematic, step-by step process. Training

and is an aspect that is highly valued initiatives that stand alone (one-off events)

by workers. often fail to meet organizational objectives

and participants’ expectations.

˜˜ Engagement. To ensure the
organization’s sustainability, its

Back to summary - 19 -
Chapter 3 Competences and the Training Plan

Source: mindflash.com

Back to summary - 20 -
Training Methods
and Techniques
Chapter 4
Chapter 4
As you can guess, the variety of methods
and techniques is increasing. We must
therefore carefully select the methods and
techniques to be used to achieve the objec-
tives established in the Training Plan in or-
der to ensure learning and to optimize the
resources used. To do so, there are a num-
ber of questions which HR must consider in
order to make the right choice of training
methods and techniques.
However, we must start with the idea of
flexibility, as neither methods nor tech-
niques are watertight compartments that
cannot be combined. They are open and
dynamic tools that we will use as they suit
our needs, circumstances and objectives.
Methods of Training
We will now consider the main methods
of training in terms of the ways in which
learning is possible (delivery). As might be
imagined, the traditional lecture format is
making way for distance learning thanks to
ICTs, although a combination of both is be-
coming a very attractive formula, offering a
great deal of potential and excellent results.
Back to summary
Training Methods and Techniques
Individuals, too, increasingly seem
to accept the need for continuous
rebooting. According to the
Pew survey, 54% of all working
Americans think it will be essential
to develop new skills throughout
their working lives; among adults
under 30 the number goes up to
61%. Another survey, conducted
by Manpower in 2016, found that
93% of millennials were willing to
spend their own money on further
training. Meanwhile, employers
are putting increasing emphasis on
learning as a skill in its own right.
Source: Lifelong learning is
becoming an economic imperative
1 Instructor-led training is any kind
of training that occurs in a training
room, typically in an office, classroom,
or conference room. This form of trai-
ning can have one or more instructors;
and they teach skills or material to
another person or group through lec-
- 22 -
Chapter 4 Training Methods and Techniques

tures, presentations, demonstrations, It may seem old fashioned, but we

and discussions. must see it as a step prior to e-learning

and as a specific tool for learning soft-

2 Computer-based training (CBT)
is any course of instruction in which
ware.

the primary means of delivery is a

computer. A CBT course (sometimes

3 E-Learning. This is distance learning
that is completely virtualized via the in-

called courseware) may be delivered ternet, using tools or applications such

via a software product installed on a as e-mail, websites, discussion forums,

single computer, via a corporate or instant messaging, training platforms

educational intranet, or over the Inter- and virtual campuses, etc. as a me-

net as Web-based training. CBT can be dium for teaching-learning processes.

used to teach almost any conceivable

subject, but it is especially popular for 4 On-the-Job Training. Also known

as hands-on training. This is a face-to-
computer-related studies. People often
face type of learning, but the environ-
use CBT to learn how to run a parti-
ment, instead of beign a classroom,
cular computer application, such as
is the specific workplace. It involves
Microsoft Excel, or to learn a computer
employees learning while they work,
programming language, such as Visual
and dealing with real situations.
Basic.

The blended learning approach

5 is simply acknowledging that one size

doesn’t fit all when it comes to training.

This is an integrated and mixed tea-

ching and learning process, which in-

cludes face-to-face and virtual learning

Video What is Computer Based Training? in a collaborative, combinatorial and

complementary process; it uses ICTs

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Chapter 4 Training Methods and Techniques

to carry out training, and emphasizes thing about it or do not know about it

a didactic interactivity mediated by the in any depth.

needs and interests of the programme.

However, some learners don’t learn

It aims to: integrate, harmonize, com- by listening, and even there are peo-

plement and combine the means, ple who are not able to pay attention

resources, methodologies, activities, to long presentations. Instructor-led

strategies and techniques involved in sessions therefore include technology

the face-to-face and online methodo- such as projected presentations, info-

logy; creating a new educational ap- graphics, videos and networked com-

proach in which these models have puters, along with varied techniques

been dissolved into one, striking the such as storytelling and class parti-

perfect balance and eliminating or cipation. These approaches can help

minimizing the disadvantages noted maintain learner interest.

above, which usually arise when they

are used separately. However, above

all it provides a response to different Interesting

training and learning needs.

Techniques of Training

The methods can be applied by a series of

training techniques.

1 Lectures. A classroom of learners

listening to an instructor was the com-

mon way to approach training. Someo-

ne who knows about a topic or subject

teaches those who don’t know any-

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Chapter 4 Training Methods and Techniques

2 Webinar or Virtual Classrooms.

If a company is spread out geogra-

phically, webinars may be a good

alternative. Learners log in to a live

session with an instructor. They can

type in questions during the lessons,

and the instructor can customize the Video AnyMeeting Demo

teaching to the needs of the people

in the session. This saves the expense

of sending the instructor to remote

3 Storytelling. We are biologically
locations. programmed to listen to stories and

get excited about them. This technique

Applications like AnyMee-
is therefore highly recommended for
ting are very useful for
several reasons:
doing these classes, and

allow the session to be ˜˜ More attention is paid with less

recorded and stored in a much easier effort.

way so that it is available for each ˜˜ It makes us receptive to points of

listener to review it when they want. view other than our own.

Moreover, teachers can include all ˜˜ We feel more motivated and are
educational resources they want: pre- more inclined to action.

sentations, infographics, videos, etc. ˜˜ We retain the message better, as

by engaging our emotions, the
This technique is a clear example of
content has a greater and more
Blended Learning or B-learning, since
lasting impact on our brain.
it combines the richness of classroom

interaction with the flexibility of online Storytelling is not a resource for taking

training. a break; it doesn’t act as a joke or a

game. Storytelling is part of the very

Back to summary - 25 -
Chapter 4 Training Methods and Techniques

message that we want to convey to participation and interaction for class

our audience. It is simply a question of time: discussion, resolution of doubts,

replacing cold arguments and enume- contributions, etc. which require the

rative presentations with stories that trainer’s presence and advice. Of cour-

motivate and retain staff. se, it can be in person or via webinar.

The figure of the trainer is more a

guide or facilitator than a teacher. The

materials that workers receive prior

to training must be selected carefully,

and for this reason we must be clear

about what our training objectives are.

Video Storytelling

It is a widely used technique in adver-

tising and is very effective in training

as it continues to have an effect on the

audience after the end of the message,

because it can be inspiring and provide

a platform for new ideas, new findings,

Video What is Flipped Learning?
interpretations, etc.

4 Flippled Classroom. This is another

example of B-learning, as it consists of
5 Role playing is one of the most
effective tools for developing skills

assigning employees less active tasks and abilities. Participants play a role

to perform individually outside the without a specific script, and act as if

classroom: watching videos or pre- they were in the situation that the trai-

sentations, reading articles, etc. and ner has given them. The goal may be

reserving activities that require greater to simulate critical situations that have

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Chapter 4 Training Methods and Techniques

to be overcome in the workplace. By Osborn’s brainstorming and De

simulation, we know what the possible Bono’s six thinking hats can be good

reactions are and which ones would be techniques not only for collaborative

the most successful. decision-making, but also for sol-

ving case studies. This also includes

This technique allows us to implement
Discovery Learning, a method in
the knowledge acquired, with feedback
which learning takes place by means of
from the trainer and input from the
experimentation.
group. It is also very useful and effec-

tive, since it involves employees in tra-

ining, providing confidence, improving

7 Gamification. If applied to educa-
tion, this technique gives a name to

oral expression, etc. what is traditionally understood as

learning through play, and gives it a

6 Case studies provide trainees
with a chance to analyze and discuss
special technological significance.

real workplace issues. They develop It consists of using of elements of play

analytical and problem-solving skills, and techniques of Game Design Glos-

and provide practical illustrations of sary: It is the art of creating rules and

principle or theory. They can also build mechanics to facilitate interaction bet-

a strong sense of teamwork as teams ween players for playful, educational

struggle together to make sense of a or simulation purposes in a non-game

case. context. In other words, using gaming

resources to transfer these experien-

ces to other areas such as marketing,

human resources, health, education,

etc.

In these gamified areas, the game

is not the objective or purpose. The

Video What use the Case Study Method game is the means, never the end.

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Chapter 4 Training Methods and Techniques

In terms of training and education is a

very interesting technique, as the va-

rious elements of the game foster and

encourage learning:

• Rewards in the form of points,

levels, prizes, etc. motivate users
Video Gamification in Education
to carry out certain actions.

That is the big difference compared to • Competitiveness is fostered by

video games. With gamification, the progress bars or rankings, which

game is used as motivation to achie- create a real motivation to keep

ve an objective that goes beyond the improving, to make an effort to

experience of the game itself. progress, etc. To do so, it is ne-

cessary to spend more time on it

Gamification provides an essential
than is strictly necessary.
characteristic of training - engagement.
• Avatars, roles adopted, etc. en-
We’ve never seen a child hiding under
courage players to interact, im-
the bed covers to study or learn so-
proving their relationships and
mething, but we often see them hiding
social skills.
under the sheets playing. Games have
• Chats, gaming walls, etc. are also
something that engages people, and
good platforms for sharing their
that something is a mixture of tech-
experiences with the game, ex-
niques, dynamics and challenges that
changing opinions, etc.
make participants want to better them-
It is also a good technique for including
selves and achieve objectives that do
in strategy for workforce engagement,
not always have to be very high (break
especially with millennials.
candy in Candy Crush, save a princess

in Mario Bros. etc.)

Back to summary - 28 -
Chapter 4 Training Methods and Techniques

Infographic Quick Guide to Gamification. Source: onlineuniversities.com

i

Back to summary - 29 -
Chapter 4 Training Methods and Techniques

8 Massive & Corporate Open Onli- Internal: Corporate Online Open

ne Courses (MOOCs) are characte- Course (COOC) is a variant that is

rized by the following aspects: also aimed at training a company’s

consumers and users. It is becoming

• There is no limitation on enrollment.
an innovative marketing tool that
• The materials are accessible for
improves the company’s reputation
free.
and gives the brand prestige.
• There is interaction between the
course’s participants and teaching External: The company and HR can

facilitators. carry out initiatives to encourage

• Costs are generated only if the lear- employees to enrol. It is an unusual

ner wishes to obtain a certificate of alternative that is economical for

qualification. the company, and provides flexi-

ble and high quality training for its

All companies can use these plat-
workforce.
forms in their training strategy:

Graphic Learning Curve. Source: The Economist.

Back to summary - 30 -
Specific Techniques
for Developing Skills
Chapter 5
Chapter 5 Specific Techniques for Developing Skills

The techniques discussed above are the time and turn them into organizational

most widespread training techniques used talent.

in companies. However, for specific training

The classic methodology for career
in skills development, some additional tech-
counselling is very similar to psy-
niques particularly reinforce talent.
chotherapy; the only difference is

Coaching and mentoring are the most its objective, since it does not aim to

important in this category. However, from discover pathologies but to facilitate

the company’s perspective, there are other the creation of a bond and thus boost

tools that HR can use to develop its emplo- individuals’ development, turning

yees’ skills. weaknesses into strengths.

1 Career Counselling

The overall role of counselling is to

create a good working environment,

develop communication and streng-

then links, in order to determine the

real causes of the problem that has

stagnated or paralyzed the group, Video What is Counselling?

project, etc. It can be used to deal with

both interpersonal and intrapersonal

problems. It is usually performed for 2 Performance Review

the company by an external psycholo- This evaluation system is a procedu-

gist who does not know the team, as re whereby sufficient evidence of the

the objective is for the counsellor to individual’s performance at work is

help the employees, but without telling gathered, based on a level of compe-

them which steps they need to take to tence in the workplace established for

enhance their skills, sustain them over a specific job.

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Chapter 5 Specific Techniques for Developing Skills

Infographic Quick Guide to Gamification. Source: onlineuniversities.com

It has a useful diagnostic role for both

the employee and the supervisor;

3 Development & Learning
Centres
as they are both aware of the skills, The Development Centre is used to

knowledge and personal characteris- identify and develop potential emplo-

tics that need to be attained to achieve yees. The aim is to detect potential in

the level of proficiency the job requi- people, usually for a Career Plan or

res. The review therefore also acts career advancement within the com-

as training, as it contributes to the pany. To that end, skills are analyzed,

individual’s development and focu- behaviours are evaluated, knowledge

ses his/her efforts on improving the is assessed, etc.

areas that are defined as critical. It also

These centres consist of relatively con-
checks whether the training that the
trolled situations which aim to create
company has provided has been effec-
situations similar to the positions that
tive.
are going to be filled by internal pro-

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Chapter 5 Specific Techniques for Developing Skills

motion. Employees who are candida- 4 360º Evaluation Method

tes for these positions are evaluated
This system evaluates performance
by a panel of experts as they deal with
using a questionnaire on observable or
various tests and exercises. These pro-
desirable behaviours. This questionnai-
vide the basis for evaluating and pre-
re is applied to the people being asses-
dicting behaviours that are relevant to
sed, their superior at the highest level,
the specific post to be filled. Learning
their immediate superiors, colleagues,
Centres are a variant of Development
subordinates and clients. They will all
Centres. The learning centre uses a
provide a particular perspective of how
combination of training, feedback from
they perceive the work done by one
the trainer, criticism, feedback from
specific person, one group or one area.
other participants, etc.
Important information and conclu-

They are not to be confused with As- sions about workers’ skills, their level

sessment Centres which are used for of development, potential, etc. can be

internal and external recruitment. extracted from these questionnaires.

Back to summary - 34 -
Lifelong Learning

Chapter 6
Chapter 6 Lifelong Learning

The innate curiosity of human beings, our

desire to continue learning and discovering

new things, the emergence of new jobs, the

adjustment to new technologies and new

applications, functional mobility within a

single organization, flexibility in changing

company, etc. mean that learning is present

The European Commission
throughout our career. Training has beco-
defines Lifelong Learning
me a strategic focus for the improvement
as “all learning activity
and development of people of all ages, and
undertaken throughout life,
adds value to companies as human capital,
with the aim of improving
and to individuals, as they develop profes-
knowledge, skills and
sionally and personally.
competences within a
This lifelong learning has a broader scope personal, civic, social and/
than continuous or continuing education, as or employment-related
it includes all sorts of activities, as establis- perspective”.
hed by the OECD:

1. Is always organised and structured, and has learning objectives. From the learner’s
standpoint, it is always intentional: i.e. the learner’s explicit objective is to gain

knowledge, skills and/or competences.

Typical examples are learning that takes place within the initial education and training

system or workplace training arranged by the employer. One can also speak about

formal education and/or training or, more accurately speaking, education and/or trai-

ning in a formal setting.

2. Is never organised, has no set objective in terms of learning outcomes and is never
intentional from the learner’s standpoint.

Back to summary - 36 -
Chapter 6 Lifelong Learning

Often it is referred to as learning

by experience or just as experien-

ce. The idea is that the simple fact

of existing constantly exposes the

individual to learning situations, at

work, at home or during leisure time

for instance.

3. Is in the mid-way between the first

two, non-formal learning is rather

organised and can have learning

objectives. The advantage of the

intermediate concept lies in the fact

that such learning may occur at the

initiative of the individual but also Lifelong learning is the path to be followed

happens as a by-product of more in order to make the transition from the in-

organised activities, whether or not formation society to the knowledge society,

the activities themselves have lear- as it enables us:

ning objectives.
˜˜ To respond to the needs and de-
In some countries, the entire sector mands of the society of today and
of adult learning falls under non-for- the future
mal learning; in others, most adult
˜˜ To reduce the inequalities that are
learning is formal. Non-formal lear-
generated between generations,
ning therefore gives some flexibility
especially in terms of the use of
between formal and informal lear-
technologies, but also in refreshing
ning, which must be strictly defined
knowledge of various subjects due
to be operational, by being mutually
to the major breakthroughs and
exclusive, and avoid overlap.

Back to summary - 37 -
Chapter 6 Lifelong Learning

perspectives that are created by learning to future work environ-

ICTs ments

˜˜ To achieve upward social mobility in

that it is possible to improve profes-
3 Learning to live together, and

with others: peacefully resolving

sionally with the necessary skills conflict, discovering other people

and their cultures, fostering com-

˜˜ To train highly skilled and specia-
munity capability, individual com-
lized professionals who are cons-
petence and capacity, economic
tantly refreshing their training
resilience, and social inclusion.

˜˜ To provide ongoing training in diffe-

rent learning environments tailored 4 Learning to be: education con-

tributing to a person’s overall

to different needs and using ICTs
development: mind and body,

˜˜ To build knowledge to achieve signi- intelligence, sensitivity, aesthetic

ficant learning and share it with the appreciation and spirituality.

rest of the world.

However, if an individual has not received

There are four pillars which are the basis for training for some time, or has not been in

training in general, and lifelong learning in stable employment, it may seem difficult to

particular: resume training, especially after reaching

a certain age. HR must therefore foster a

1 Learning to know: mastering

learning tools rather than acquisi-

change in attitudes in this area, and to do

this, we can follow these basic tips which

tion of structured knowledge
may be helpful in this respect:

2 Learning to do: equipping peo-

ple for the types of work needed

Take inventory. Clearly identify

each person’s strengths, weaknes-

now and in the future, including
ses and limitations. This is a funda-
innovation and the adaptation of

Back to summary - 38 -
Chapter 6 Lifelong Learning

mental starting point, which we have to be secondary, and which truly deve-

to know in detail in order to establish a lop our learning.

good strategy for the training activity.

Teach and collaborate to learn.
This inventory must be reviewed regu-
Training someone else, being
larly, because people and circumstan-
their mentor, finding a colleague
ces change.
who wants to learn the same thing...

Know your options. It is also ne- these are all very good ways to learn

cessary to analyze the environ- in a different and more appealing way.

ment, the potential it offers and ICTs provide numerous platforms for

the options available. This will give us sharing our knowledge and accessing

the right criteria for taking the best other people’s.

decision.
As well as classic training in which an orga-

Follow your passion. There will nization - a university, company, etc. - tra-

be some questions that must be ins a person or group of people, there are

learned out of necessity, but they three varieties that are becoming increasin-

must also satisfy personal tastes or gly important due to the broad nature of

trends. If a high level of motivation is training in lifelong learning and which are

to be maintained in lifelong learning, better suited to different learning styles:

there must therefore be a balance bet- Self Learning, Collaborative Learning and

ween the two. Social Learning.

Put first things second. Stagna-

Top 200 Tools

tion is something that must be

avoided. We should therefore not

focus on one subject or aspect, but ins- for Learning 2017

tead reinforce issues that may appear

Back to summary - 39 -
Chapter 4 Training Methods and Techniques

Conclusion

Back to summary - 40 -
Conclusion

The Information Society in which we live today is simply the starting point for the Knowledge

Society. When connected to the Network Society, this information will become applied exper-

tise: knowledge. Drucker’s knowledge worker is not a genius who has emerged from nothing

- he/she is instead the result of a skilled society, who constantly refreshes his/her skills and

applies his/her knowledge at all levels and to all subjects.

At the organizational level, companies must train their workers in order to make this

knowledge society possible. Training can no longer be occasional, involving simple refresh-

ment, but must instead be comprehensive, providing refreshment of skills, innovation and

continuous improvement. The objectives of companies’ training plans should not be short-

term aimed at maintaining their employees’ performance level. They must instead set objec-

tives that consider the medium and long term, which not only keep the worker refreshed in

terms of what they already know, but also aim to improve them personally and professiona-

lly. Companies must use their workforce’s entire potential and make their employees grow

within the organization, irrespective of how long they remain working there. There is a wide

variety of methods and techniques to achieve this, but the trend is clear: blended learning or

B-learning, and interactivity. It is flexible training to suit the needs and circumstances of wor-

kers and make them part of it.

Meanwhile, workers should not merely be passive recipients of the training that is given to

them by their organization. They must leave their comfort zone, expand their personal and

professional horizons and become engaged in constant learning. Lifelong learning is impera-

tive to remain within the labour market. It is a market that increasingly demands more skilled

and versatile workers with knowledge that is constantly refreshed. Ultimately, these are the

workers that bring added value to companies; and if they are not engaged in a process of

continuous improvement, it will be very difficult for the organizations to which they belong to

improve.

Back to summary - 41 -
References

References

Back to summary - 42 -
References

˜˜ Berger, L. & Berger, D. (2010). The Talent Management Handbook: Creating a Sustainable
Competitive Advantage by Selecting, Developing, and Promoting the Best People. McGraw-

Hill.

˜˜ European Commission (2001) Making a European area of lifelong learning a reality,

Brussels, COM (2001) 428 – end.

˜˜ Noe, R. A. (2012). Employee Training & Development. McGraw-Hill Education.

˜˜ Pimentel, M. (2003). El talento. Barcelona: Ariel.

˜˜ The Economist (2017). Turning qualifications into jobs.How technology can help in myriad
way. Digital Ed.

˜˜ The Economist (2017). Lifelong learning is becoming an economic imperative- Digital Ed.

˜˜ The Economist (2017). What employers can do to encourage their workers to retrain.
Digital Ed.

˜˜ The Economist (2017). Established education providers vs new contenders. Digital Ed.

Back to summary - 43 -
Glossary
Glossary

Abilities Business Culture

An acquired or natural capacity or talent Corporate culture refers to the beliefs and

that enables an individual to perform a behaviors that determine how a company’s

particular job or task successfully. employees and management interact and

handle outside business transactions.

Blended Learning
Often, corporate culture is implied, not

This is an integrated and mixed teaching expressly defined, and develops organically

and learning process, which includes over time from the cumulative traits of the

face-to-face and virtual learning in people the company hires. A company’s

a collaborative, combinatorial and culture will be reflected in its dress code,

complementary process; it uses ICTs business hours, office setup, employee

to carry out training, and emphasizes a benefits, turnover, hiring decisions,

didactic interactivity mediated by the needs treatment of clients, client satisfaction and

and interests of the programme. every other aspect of operations.

Brainstorming Career counselling

Process for generating creative ideas The focus of career counseling is generally

and solutions through intensive and on issues such as career exploration, career

freewheeling group discussion. Every change, personal career development and

participant is encouraged to think aloud other career related issues.

and suggest as many ideas as possible,

Confort Zone
no matter seemingly how outlandish or

bizarre. Analysis, discussion, or criticism The combination of all the physical and

of the aired ideas is allowed only when psychological places where our mind feels

the brainstorming session is over and safe, comfortable and protected.

evaluation session begins.

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Glossary

Competence E-Learning

Competence indicates sufficiency of This is distance learning that is completely

knowledge and skills that enable someone virtualized via the internet, using tools

to act in a wide variety of situations. or applications such as e-mail, websites,

Because each level of responsibility has its discussion forums, instant messaging,

own requirements, competence can occur training platforms and virtual campuses,

in any period of a person’s life or at any etc. as a medium for teaching-learning

stage of his or her career. processes.

Computer-based training (CBT) Flexibility

Computer-based training (CBT) is any Work practice (explained by the employer

course of instruction in which the in employment policies and contracts) that

primary means of delivery is a computer. allows the employees a certain degree

(Sometimes called courseware). of freedom in deciding how the work will

be done and how they’ll coordinate their

Decision-making
schedules with those of other employees.

The thought process of selecting a logical The employer sets certain limits such as

choice from the available options. When minimum and maximum number of hours

trying to make a good decision, a person of work every day, and the core time during

must weight the positives and negatives which all employees must be present.

of each option, and consider all the

Gamification
alternatives.

It is the art of creating rules and mechanics

Discovery learning
to facilitate interaction between players for

Discovery learning is a technique of playful, educational or simulation purposes

inquiry-based learning and is considered a in a non-game context.

constructivist based approach to education.

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Glossary

ICT´s Knowledge Society

Information and communications A knowledge society generates, processes,

technology (ICT) is often used as an shares and makes available to all members

extended synonym or as an umbrella of the society knowledge that may be

term for information technology (IT), but used to improve the human condition.

is a more specific term (i.e. more broad A knowledge society differs from an

in scope) that stresses the role of unified information society in that the former

communications and the integration of serves to transform information into

telecommunications (telephone lines and resources that allow society to take effective

wireless signals), computers as well as action while the latter only creates and

necessary enterprise software, middleware, disseminates the raw data.

storage, and audio-visual systems, which

Knowledge Woker
enable users to access, store, transmit, and

manipulate information. A knowledge worker is an individual who

has specific knowledge, learning, and uses it

Instructor-led Trainig
to work.

Is any kind of training that occurs in

Labour Movility
a training room, typically in an office,

classroom, or conference room. This Refers to the ease with which workers

form of training can have one or more can switch career fields to find gainful

instructors; and they teach skills or material employment or meet labor needs. Higher

to another person or group through levels of occupational labor mobility

lectures, presentations, demonstrations, help to maintain strong employment

and discussions. and productivity levels, leading many

governments to provide occupational

Instropection
retraining to help workers acquire

The internal observation of one’s actions necessary skills and expedite the process.

and states of mind or consciousness.

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Glossary

Lifelong Learning MOOC´s

All learning activity undertaken throughout A massive open online course is an online

life, with the aim of improving knowledge, course aimed at unlimited participation

skills and competences within a personal, and open access via the web. In addition

civic, social and/or employment-related to traditional course materials such as

perspective. filmed lectures, readings, and problem

sets, many MOOCs provide interactive user

Managing Talent
forums to support community interactions

Talent management is the science of between students, professors, and teaching

using strategic human resource planning assistants (TAs). MOOCs are a recent and

to improve business value and to make it widely researched development in distance

possible for companies and organizations education which was first introduced in

to reach their goals. Everything done to 2008 and emerged as a popular mode of

recruit, retain, develop, reward and make learning in 2012.

people perform forms a part of talent

On-the-job training
management as well as strategic workforce

planning. A talent-management strategy This is a face-to-face type of learning, but

needs to link to business strategy to make the environment is not a classroom, but

sense. instead the specific workplace. It involves

employees learning while they work, and

Method
dealing with real situations.Storytelling

The training method is the way in which

Psychotherapy
the training is carried out. Each method is

implemented using one or more training Psychotherapy is the use of psychological

techniques, which we use to apply the methods, particularly when based on

method. regular personal interaction, to help a

person change and overcome problems

Back to previous page - 48 -

Glossary

in desired ways. Psychotherapy aims Talent

to increase each individual’s well-
An individual’s ability to combine their
being and mental health, to resolve or
knowledge, attitudes and skills in an
mitigate troublesome behaviors, beliefs,
optimal way, which makes them the perfect
compulsions, thoughts, or emotions,
person to carry out a specific task at an
and to improve relationships and social
optimum level (or even higher, beyond
functioning.
what is expected and needed) within an

Skills organization.

An ability and capacity acquired through Techniques

deliberate, systematic, and sustained
Training techniques are systematic
effort to smoothly and adaptively carryout
procedures or means of organizing and
complex activities or job functions involving
carrying out the training activity in order to
ideas (cognitive skills), things (technical
achieve the established objectives.
skills), and/or people (interpersonal skills).

Webinar
Storytelling
It is a presentation, lecture, workshop
Storytelling is part of the very message
or seminar that is transmitted over the
that we want to convey to our audience.
Web using video conferencing software. A
It is simply a question of replacing cold
key feature of a Webinar is its interactive
arguments and enumerative presentations
elements -- the ability to give, receive and
with stories that motivate and retain staff.
discuss information.

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