Human Resource Development, Case Study Analysis
gbomsom
chapter_3.pptManaging Learning and Knowledge Capital
Human Resource Development:
Chapter 3
Individual differences in adult learners
Copyright © 2010 Tilde University Press
Adult learning population
- Outnumbers children
- Living longer
- Numbers will continue to increase
- Individual differences
- Will refine and develop personal frames
of reference - Multicultural societies
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Ethnocentricity
- The belief in the intrinsic superiority of one’s own
cultural norms - One of the biggest constraints within organisations
- Stereotyping – generalisations based on prejudice
- Discrimination – unfair treatment of based on some prejudice
- Harassment – designed to humiliate, offend, intimidate
- Discrimination and harassment caused by fear
- Illegal in Australia and New Zealand
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Celebrate individual differences
- Individual differences are a rich source of knowledge and creativity
- Organisations must harness the potential of this unique energy
- Gains the organisation a competitive advantage
- Will lead to higher levels of productivity and lower turnover
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Characteristics of adult learners
- Adult learners will differ on a number of characteristics – for example:
- Age
- Impairment
- Gender
- Cultural backgrounds
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Age –18 years +
- Stage models – for initial judgements on learning
- Late teens – search for meaning
- Mid-twenties – raising a family and security
- Mid-thirties – Questions life achievements
- Fifties – come to terms with personal mortality
- Sixties – contentment or sorrow for lost opportunities
- Historical embeddedness
- Critical historical moments
- Shape thoughts/frames of reference
- Could form a barrier or become a resource
- Older learners
- Younger learners
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Older learners
- Increasing part of the workforce
- Negative stereotypes are main barriers in learning
- When designing learning experiences
- Presage factors
- Increase in anxiety; prefer personal control
- Learning environment
- Similar aged cohort; safe, less formal
- Complex learning experiences
- Dependent as well as independent
- Passively seek and actively seek knowledge
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Youth learners
- Between 17 and 25
- Neural transformation still taking place
- Still maturing in areas of attention, planning, working memory
- Still learning to regulate emotional and impulse control
- Learner characteristics
- Surface learners
- Respect for professional knowledge
- Learning is only one part of their life world
- Prize credentialism
- Learning design
- Use curiosity
- Focus on positives
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Impairment
- Mental or physical difficulties that may impair learning
- Deterioration through age, health or social history
- Must help such learners meet the challenges
so that they can learn.
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Gender
- Males and male experiences are still seen as the norm
- Feminist pedagogy
- Authentic understanding, relations and connectedness
- Support in learning situations for those returning to work
- Availability of flexible learning alternatives
- Gender
- Includes other sexual orientations
- Homophobia is the dominant factor inhibiting learning
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Cultural backgrounds
- A set of assumptions about the world and how it works
- Low context cultures
- ‘What’ is said more important than ’How’.
High context cultures
- The situational context – non-verbals, what is not said – is more important
- Individualistic cultures
- Prize self-reliance, creativity, equality
- Collectivist cultures
- Individual goals defer to group goals
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Our multicultural societies
- A rich source of knowledge
- Indigenous Australian and Maori
- Other major influences such as European, Asian, African, Middle East
- Major religions
- All have been involved in learning for centuries
- Need to harness this energy and knowledge
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Impact on the HR developer
- Deeply affected in two ways
- Can model how to maximise the use diversity
- Needs to be inclusive in learning design
- Recognise the differences
- See table 3.3 for
- Low/high context
- Individualist/collectivist
- Low/high power distance/
- Utilise the advantages and challenges
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Utilise the advantages and challenges
- Conduct comprehensive HRDNI
- Chart common ground
- Recognise misconceptions
- Facilitate creative outcomes
- Respect differing communication preferences
- Be sensitive to food and other requirements
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Globalisation
- Interacting on global scale
- Developing staff
- Cross-cultural and language training
- Be aware of differing communicative practices
- Demonstrate culturally appropriate behaviours
- Differing sex role equality
- Help staff develop psychological buffers
- Some knowledge of language
- Support repatriates
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Globalisation (cont)
- Overseas learning interventions
- May have a variety of nations represented
- Will have an overriding dynamic of culture
- Different administrative issues
- Consider the local political environment
- Differing role of the HR developer
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