Human Resource Development Strategy and Tactics CHAPTER 8: Learning and Development Design BUS 314

Learning and Development Design Learning occurs in a variety of situations (planned or spontaneous) ▫Learning is most effective when planned, organized, and supported Important to know how we learn and the learning design principles ▫Any activity should be learner-focused (not trainer- focused) 2

Learning and Development Design Learning design is a highly complex and demanding activity Training strategies ▫Training on the job ▫Planned organization experience ▫In-house courses ▫Planned experiences outside the organization ▫External courses ▫Self-managed learning 3

Key Principles The key principles to consider in designing learning : 1.Learning objectives 2.Well-structured knowledge-base 3.The learning cycle 4.Learning styles and motivation 5.Trainer style and expertise 6.Learning environment, including resources and equipment 7.Time and financial resources 8.Organizational constraints (HRD policy) 9.Age factors and cultural differences 10.Other influences ▫Other factors: pace, rhythm, fun, choice, and flexibility 4

1.Learning Objectives When planning learning events, it is important to have clear objectives. It helps to determine whether progress is being made and make evaluation possible. Objectives should contain following elements ▫Terminal Behavior ▫Standard of Performance ▫Conditions of Performance 5

Learning Design Categories of learning objectives (KSA) ▫Knowledge: internalization, understanding, and application of new information and concepts ▫Skill: incorporation through practice of new ways of responding (mental, physical, and social) ▫Attitude: adoption of new values, feelings, and psychological orientation 6

The Learning Objectives Categories Knowledge: Systems, Technology, Professional, Techniques, Environment, Legislation, Markets Skill: Presentation, Interpersonal, Communication, Managerial, Negotiation Attitude: Involvement, Commitment, Participation, Empowerment, Innovation, Confidence/Self-esteem, Positivity, Enthusiasm 7

Map the Learning Mapping: break them down into smaller linked parts (and identify desired outcomes) 8

Example of Training Method Videotapes Talks Discussions Role-Plays 9

2.Well-structured Knowledge Base Learner’s existing knowledge and experience be brought to bear in learning The subject matter being learnt must be well structured and integrated The structure of knowledge is more visible and useful to learners where it is clearly displayed. 10

3.The Learning Cycle Stage 1:Carrying out an activity (Concrete Activity ) Stage 2: Reflecting on the experience ( Observations and Reflection) Stage 3: Drawing conclusions from the experiences. (Formation of Abstract concepts and Generalizations) Stage 4: Planning use of the learning (Testing implications of concepts in new situations) 11

4.Learning Styles and Motivation Trainer make a calculated guess at an early stage and amend the design accordingly Trainer must ‘think on their feet’ and be willing to listen actively to learner feedback Complete learning styles questionnaire on a regular basis (every 2 yrs) Recognize the learning need on the part of the learner Assure commitment and maintain ongoing motivation Positive emotional and motivational climate 12

Learning Styles and Motivation Motivational factors to be considered: Unpredictability Individual Differences Dynamism ▫Social influences, including group norms and consensus issues 13

5.Trainer Style and Expertise The availability of trainers with expertise in the subject matter will affect the learning design, choice of activities or learning media. With insufficient expertise available in-house, the designer uses external resources or alternatives: Open learning Guided reading E-learning External courses 14

6.The Learning Environment An appropriate environment affects both the learning and learning design. Space, Heat, Noise, Interruptions, Seating Arrangements, and other Environmental factors are important considerations 15

7. Time& Financial resources available Consider the total amount of time available for learning Is learning continuos or broken into periods with large gaps between Time affects the amount of information learners retain, the depth of exploration they can undertake, the pace at which they learn and the amount of personal assistance they may be offered. Time will also have an impact on the possibility of achieving objectives 16

8. Organizational constraints HRD specialist aim to create learning opportunities, which are directly linked to the strategic objectives of the business. Organizational constraints such as those related to organizational style, structure, culture, power and resources affect the learning design. The learning designer therefore needs a clear understanding of the strenghts and weaknesses of the organization and opportunities that it offers. 17

9.Age factors & cultural differences. Age factor: Availability of fewer younger people increased dependence upon the services of older people. This has implications for understanding the specific learning needs of older workers. Cultural Differences 18

Applying Principles of Learning to the delivery of learning events Design an appropriate structure and culture Stimulate the learners Help understanding Incorporate appropriate learning activities Build on existing knowledge Safe atmosphere Guide the learners Ensure that learning is retained ▫Practice ▫Feedback Ensure transfer of learning ▫Into the learning event and then to the job 19