Human Resource Development, Case Study Analysis
Managing Learning and Knowledge Capital
Human Resource Development:
Chapter 7
Design – the two main considerations
Copyright © 2010 Tilde University Press
A CHOICE
Depending on your knowledge of HDR
you may prefer to read first about
the learning strategies
in Chapters 9 and 10
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Curriculum design
- Must contain
- Knowledge that is of worth the learners
- Activities that are most effective
- Most appropriate way of organising the activities
- Knowledge that is of worth to the organisation
- Must apply the adult learning theories (see Chapter 2)
- The variables
- The learning outcomes
- The learning strategies
- The learners
- The context variables – numbers, time, quality of HR developers
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Constructive alignment
- Learning outcomes come from the HRDNI
- Learning outcomes define learning strategies
- Learning outcomes define assessment
- Learning strategies and assessment interact with each other
- See Figure 7.1
- First step is to categorise the learning outcomes
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Hierarchy of learning outcomes
- See Figure 7.2
- The hierarchy of learning outcomes (HLO) categorises learning outcomes or learning objectives or competencies
- The top emphasises explicit knowledge
- The bottom emphasises tacit knowledge and frames of reference
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Hierarchy of learning outcomes (cont)
- Examine each of the categories in Figure 7.2
- Consider how they move from explicit to tacit
- Categories
- Programmed knowledge
- Task
- Relationship
- Critical thinking
- Meta-abilities
- Constructive alignment - describe the logic that links each category to specific learning strategies
- See left hand column of the HLO and Chapters 9 & 10
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Practical use of the HLO
- Provides an initial logic and predictability
- Flags the most likely learning strategy
- Indicates clearly which learning strategies
are not suitable - Indicates which learning strategies may be inappropriate (the next stage may affect this decision)
- Provides a basis for the design criterion of simple-to-complex.
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Learners
- The second important variable for constructive alignment
- Should have data on potential learners from the HRDNI
- Review the concepts in Chapter 3
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Learners (cont)
- Some specific variables
- Current knowledge of the topic
- Start where the learner is at (Principal of learning)
- Motivation
- Expectancy-valence theory
- Biggs’ theory – utility, achievement, interest
- Learning orientation
- Stages 1 to 4 – preference on pedagogy vs andragogy
- At what stage are your learners?
- Learning styles
- Reflectors, theorists, pragmatists, activists
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Designer’s checklist
- Categorise learning outcomes using HLO
- Identify building blocks
- Identify critical characteristics of the learners
- Explore how the learning cycle can be used
- Ensure opportunities for feedback
- Combination of qualitative and quantitative
- From an external source (e.g., HR developer)
- From an internal source (i.e., encourage self assessment)
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Learners (cont)
Learning cycle
- Have an experience (activist)
- Review the experience (reflector)
- Conclude from the experience (theorist)
- Plan the next step/experience (pragmatist)
A good basis for curriculum design
- That is, use all four learning styles
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