Human Resource Development, Case Study Analysis

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Managing Learning and Knowledge Capital

Human Resource Development:

Chapter 10

Implementing the unstructured learning strategies

Copyright © 2010 Tilde University Press


Role of the HR developer

  • Learner has responsibility for generating knowledge
  • HR developer manages the process
  • Support
  • Micro-skills
  • Patience
  • Active listening
  • Encourage self-evaluation
  • Acceptance
  • Release energy
  • Prepared to learn
  • A different value system

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Assumptions of managing the process

  • Based on rational discourse
  • Will be more successful when the participants
  • have equal opportunity to participate
  • are free from coercion and distorting self-deception
  • are open to alternative points of view
  • care about the way others think and feel
  • have free and informed choice, and
  • keep testing the validity of the choices, especially as the choices are being implemented

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Problem-based learning

  • Founded on a real-life problem from the
    workplace.
  • The problem
  • provides the trigger needed to make the learners think
  • relevant and of interest to the learner
  • multidimensional and cover a complexity of issues
  • The process
  • presentation of the problem to the learners can take many forms
  • See page 328 in Chapter 10 for the nine steps
  • In practice
  • Tends to be more successful in situations where physical evidence of problems is evident.

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Contract learning

  • The learning contract
  • Learning objectives
  • Non-negotiable– by the facilitator
  • Equivalent of a pass
  • Negotiable – by the learner
  • Content, learning methods, evidence and criteria
  • By the learner
  • The process
  • Learner should NOT be thrown into the strange waters of SDL
  • See pages 332 to 334 for the 13 steps in the process
  • Contract learning in practice
  • Can develop the deeper levels of the HLO

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Action learning

  • L=PI+Q+R
  • Characteristics
  • Learning by doing and to take effective action
  • Learning to identify the important questions
  • Essential elements
  • The real-life project – see Figure 10.3
  • The learning set
  • The set advisor and System Beta
  • Action learning in practice
  • Entails taking risks
  • Develop own abilities
  • Aim to modify existing practice in the workplace

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Change interventions

  • People analysing/developing own solutions to their own problems
  • Facilitator manages process -stays out of the content
  • Group dynamics
  • Use of models
  • For example, action research
  • Aim is to transform a social system
  • Change interventions in practice
  • Use of other specifically designed models
  • For example, team building, conflict resolution

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Mentoring

  • Successful mentoring programs
  • a set of techniques - and a philosophy
  • Mentors need to be developed, have resources, gain satisfaction
  • The mentor–protégé synergy
  • Careful selection of mentors
  • Needs compatibility
  • The role of the mentor
  • Uses appropriate learning strategies
  • Use counselling skills
  • Mentoring in practice
  • Mentors are special people

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E-Learning

  • Can cover a variety of facilities
  • Having access to the internet.
  • The administration of learning
  • Computer Assisted Learning (CAL)
  • Online e-learning
  • Unfortunately, it is sometimes assumed that online
    e-learning equates with self-directed learning
  • Frequently, what is presented as online e-learning is merely the administration of learning

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E-Learning (cont)

  • Challenges to designing online e-learning
  • Lack of focus on interpretation and meaning.
  • Loss of complexity.
  • Formality.
  • Limited room for the informal
  • The focus of technologies
  • Learner isolation.
  • Four greater barriers
  • Not having access to computer technology needed for e-learning
  • Some learners do not have the computer skills (digital divide?)
  • Successful use will depend heavily on learner maturity
  • Unstructured learning strategies need a facilitator

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E-Learning (cont)

  • Potential benefits of online e-learning
  • Self-paced so learners have control over when and where
  • Enables flexibility in timing and location
  • Can access learning on an as-needs basis
  • After the initial investment, the costs of training are lower
  • Learners can choose the type of media they prefer
  • Administration can be handled electronically
  • Evaluation of learning can be incorporated/linked to other HRM
  • Future for e-learning is very positive
  • As technology progresses, so will the opportunities to
    use e-learning

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E-Learning (cont)

  • Meeting the challenge
  • Learners need development in the technology to be used.
  • Good IT programmers be involved in the learning design
  • Ongoing support during the period of the online e-learning
  • Learning system must be efficient and effective
  • Facilitators need content expertise,F2F facilitation skills and willingness to use the online process.
  • Design must be based on the principles discussed in Chapter 7
  • Assessment must be flexible and relevant

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E-Learning (cont)

  • On-going challenges
  • Current digital technology does NOT mirror the unstructured learning strategies
  • Mainly asynchronous
  • Newer technology solutions (e.g., interactive avatars) are
    too expensive
  • Critical barriers still slow the uptake in organisations
  • E.g., entry costs, technical complexity
  • Online E-learning is predicated on explicit knowledge
  • Needs supportive organisational structure and culture

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Blended learning

  • An attempt to meet challenges of online e‑learning
  • Some suggestions for appropriate design
  • Online learning is ideal for presenting programmed knowledge
  • Online learning can be used for upper levels of the task and relationships categories of HLO
  • Deeper levels of HLO best developed as F2F learning
  • Therefore, blended learning designs should have:
  • The learners cover basic building blocks of the required knowledge by online e-learning
  • When the assessment indicates that they are proficient at this level
  • Bring learners in for the F2F interactions to develop the deeper levels of the HLO

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Blended learning (cont)

  • Successful blended learning
  • A ratio of 1:5 of online e‑learning to F2F learning is about right
  • With F2F learning, use spaced learning and active learning.
  • First develop the learners
  • Then allow them to develop the knowledge and skill on-the-job
  • Online e-learning is not a cost-cutting activity.
  • In reality, both on line and F2Fwill eventually cost the same.
  • Better to commence the learning episode with an on-campus workshop
  • Takes time for people to become comfortable with online
    e-learning
  • Make sure that the learners do not experience any technical difficulties

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