Learning, Development and Performance Management
Learning design and transfer
Candidates must understand the training cycle: needs analysis (organisational, task, person), design, delivery, evaluation and transfer. Know Kolb's experiential cycle, the 70-20-10 model, and Kirkpatrick's four levels (reaction, learning, behaviour, results). Transfer climate, manager support and opportunity to apply learning determine whether training becomes performance.
Performance management systems
Distinguish performance appraisal (rating) from performance management (continuous goal setting, feedback, development). Know goal-setting theory, SMART objectives, 360-degree feedback, calibration, forced distribution and its criticisms, and the difference between behaviour-based and results-based measures. Understand rater errors: halo, horn, leniency, severity, central tendency, recency, contrast and similar-to-me bias.
Traps in questions
Watch for options that treat reaction-level evaluation as proof of effectiveness, or that assume 360 feedback should always drive pay decisions (it usually should not, because it corrupts candour). Questions may confuse forced ranking with forced distribution, or present feedback as an annual event rather than a continuous process. Do not accept that more raters automatically reduce bias.
Worked example
A call centre trains agents on a new CRM. Reaction scores are high but call handling time does not fall. Diagnostic rule: high Level 1 with no Level 4 result signals a transfer problem - check manager reinforcement, system access and practice opportunities before redesigning the course. Rule of thumb: evaluate at the level your decision requires; never infer behaviour change from satisfaction data.