Human Resource Development, Case Study Analysis

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Managing Learning and Knowledge Capital

Human Resource Development:

Chapter 12

Workplace learning

Copyright © 2010 Tilde University Press


The workplace as a site for learning

  • The most authentic learning environment
  • The workplace presents a number of advantages
  • The learning is focused on specific tasks
  • The principles of meaningful material and transfer of learning automatically
  • feedback is immediately available.
  • Supervisor undertakes the full role of the HR developer
  • Supervisor makes decision - work site or off-site?
  • Workplace learning is the principal developmental process
  • with formal (off-site) learning an important adjunct

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Challenges to workplace learning

  • Compete for time and recognition with normal activities
  • May be a lack of expertise in the workplace
  • Individuals may be unwilling to participate in learning
  • Catalyst for learning often sporadic or serendipitous
  • This sporadic occurrence also needs learner motivation
  • Instructor or guide or mentor needs to be available
  • Experts may be reluctant to undertake the role
  • The instructor needs some HR developer skills
  • The instructor needs to be given sufficient resources

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The supervisor as the HR developer

  • Supervisor must be highly accomplished HR developer
  • Have competence to oversee the surveillance stage of the HRDNI
  • Conduct the investigation stages when necessary
  • Formulate learning objectives correctly
  • Design learning episodes appropriately
  • Able to evaluate a learning design presented by an outside party
  • Conduct learning episodes
  • Conduct evaluations of learning.

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Learning spaces

  • Supervisor will need to plan for and organise the resources needed
  • The most critical resource needed for workplace learning is learning spaces
  • The physical site
  • A location
  • Supporting learning technology and learning resources that have been specifically reserved for the learning episode
  • An appropriate amount of time to learn the new skills
    or knowledge

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Managing workplace learning

  • Requires a consistent effort from the supervisor
  • Continually monitoring their staff as well as the internal and external environment of their organisation
  • Providing staff with a range of learning opportunities
  • Creating an organisational climate that supports and encourages learning
  • Removing barriers to learning
  • Providing appropriate learning support processes
  • Encouraging employees to engage in learning behaviours which include actively seeking out feedback on performance, and asking for assistance
  • The process of managing workplace learning
  • (see Figure 12.2)

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Process of managing workplace learning

  • Performance appraisal
  • commences the learning episode
  • is a learning experience as and of itself, and
  • results in an action plan for further targeted learning
  • The learning episode
  • Off-site or on-site
  • Transfer of learning
  • Encapsulation - do not take the learning back to the workplace
  • Deep learning depends on both knowing and doing
  • Positive transfer climate

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Process of managing workplace learning (cont)

  • The following three steps are often iterative
  • Extended learning
  • From the rule-following to extrapolation and experimentation
  • From peripheral to full engagement
  • Certainty to conditions that are less certain and more complex
  • Complex but clear learning outcomes
  • Non-routine tasks are usually more complex
  • more sophisticated techniques are needed to communicate the full complexity of such learning outcomes
  • Direct guidance of experts
  • Securing the learner’s access to a sequence of activities
  • Selecting the guide

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Process of managing workplace learning (cont)

  • The last three steps encourage independent learning
  • Indirect guidance
  • A level where they no longer need direct support
  • Provided by the workplace environment
  • Surrounded by experienced co-workers and peers
  • Diminishing support
  • Scaffolding - temporary and adjustable support
  • Fading the guide gradually removing parts of the scaffolding
  • Creating knowledge
  • Primed to move onto creating new knowledge
  • Moving into the shadow system

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The workplace curriculum

  • Must be based solidly on:
  • The concepts discussed previously
  • The theories of adult learning and
  • The four stages of HRD
  • Individual change transition model
  • Security
  • Anxiety
  • Discovery
  • Integration
  • The individual model of adult learning

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Individual adult learning
- See Figure 12.1

  • Engagement decision
  • Formulating goals
  • Trial and error
  • Seek support
  • Seek expertise
  • Production phase
  • Automation and tuning stage
  • repetitive learning procedures
  • technical rationality
  • problem solving & defining
  • Increased confidence and abilities

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Challenge of workplace learning

  • Very few organisations can do it
  • Power of workplace learning
  • The need for learning quickly becomes obvious (readiness to learn)
  • Active learning is fully utilised (active learning)
  • Using Figure 12.3, elements of learning are repeated (over learning)
  • Learner watches, and listens to, what is being done (multiple-sense learning)
  • The supervisor provides continual updates on progress (feedback)
  • The content to be learned is highly relevant (meaningful material)
  • The learning is immediately used in the workplace (transfer of learning).

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