1. LU4 Promoting Learning & Continuous Development Opportunities
L15 Principles in Designing Learning Opportunities

2. DESIGNING LEARNING OPPORTUNITIES

3. LECTURE CONTRACT By the end of this lecture, you will be able to:
to identify basic considerations in providing learning opportunities in an organization (5)
to state and describe the key principles in designing learning opportunities (9)
to write good learning objectives (OA,MC,CP)
to identify guidelines to apply the key principles in designing to delivering learning opportunities (8)
Identify some advantages and disadvantages of different learning designs

4. QUESTIONS TO ADDRESS IN DESIGNING TRAINING
What is this activity required to achieve?
What content must be present?
How much time will it take and how should it be allocated?
What methods would be suitable?
How many trainees will be there and what do they know already?
Who should be consulted during the design phase?

5. 5 BASIC CONSIDERATIONS IN DESIGNING A LEARNING EVENT OR ACTIVITY
Ensure it should be learner rather than trainer focused.
Identify appropriate learning and training strategy needs based on learning objectives.
Avoid making assumptions about learners.
Recognize entry behavior of learners.
5) Involve learners in the design of learning

6. 9 KEY PRINCIPLES IN DESIGNING LEARNING OPPORTUNITIES
Learning objectives
2) A well-structured knowledge base
3) The learning cycle
4) Learning styles and motivation
5) Trainer style and expertise
6) Learning environment (e.g. resources & equipment)
7) Time & financial resources available
8) Organizational constraints (e.g. HRD policy)
9) Age factors & cultural differences

7. 9 KEY PRINCIPLES Principles Descriptions 1) Learning objectives
(what is to be learnt, how well it is to be performed and under what conditions it is to be performed
Important elements:
Terminal behavior (observable)
Standard of performance (measurable)
Conditions of performance
ABCD
(Audience, Behaviour, Condition, Degree)
3 domains:
Knowledge
Skill
Attitude
2) Well-structured knowledge base
Learner’s existing knowledge and experience to be brought to bear in learning.
Subject matter must be well structured and integrated.

8. LEARNING METHODS / ACTIVITIES DOCUMENTATION / EVIDENCE OF LEARNING
TRAINING GOAL
LEARNING OBJECTIVES
LEARNING METHODS / ACTIVITIES
DOCUMENTATION / EVIDENCE OF LEARNING
EVALUATION
Overall results or capabilities you hope to attain by implementing your training plan, e.g., 1. pass supervisor qualification test
What you will be able to do as a result of the learning activities in this plan, e.g., 1. exhibit required skills in problem solving and decision making 2. exhibit required skills in delegation
What you will do in order to achieve the learning objectives, e.g.,  1. complete a course in basic supervision 2. address a major problem that includes making major decisions 3. delegate to a certain employee for one month
Evidence produced during your learning activities -- these are results that someone can see, hear, feel, read, smell, e.g., 1. course grade 2. your written evaluation of your problem solving and decision making approaches
Assessment and judgment on quality of evidence in order to conclude whether you achieved the learning objectives or not

9. LEARNING OBJECTIVES Example 1:
By the end of the one-day training programme, participants should be able to write a customer reply letter with no spelling mistakes by using a computer.
Observable Action: Write a customer reply letter
Measurable Criteria: with no spelling mistakes
Conditions of Performance: using a computer

10. Example 2:
Copy a table from a spreadsheet into a word document within 3 minutes and without reference to the manual.
Observable Action:
Measurable Criteria:
Conditions of Performance:
Technical skills

11. TASK
Identify the three important elements in the learning objectives given.

12. By the end of the presentation, the HR staff, in groups of three, will be able to identify five activities to promote learning among their colleagues.
By the end of the three-day programme, trainees will be able to use counselling techniques to solve problems.
After training, the sales agents should be able to communicate well with potential customers to increase the daily sales.

13. KEY PRINCIPLES 3) The learning cycle 4 stages:
Descriptions
3) The learning cycle
4 stages:
Stage 1 – Carry out activity
Stage 2 – Reflect on experience
Stage 3 – Draw conclusions from experience
Stage 4 – Plan use of learning
4) Learning styles and motivation
2 options related to learning styles:
Learning stage that reflects preference of learning group.
Learning stage that does not reflect group’s preferences.
Motivational factors (Harrison, 2000):
Unpredictability
Individual differences
Dynamism

14. KOLB’S LEARNING STYLES

15. KOLB’s 4 LEARNING STYLES

16. KEY PRINCIPLES Principles Descriptions 5) Learning environment
Appropriate environment affect learning and learning design:
Time available
Financial resources
Organizational restraint
Age factor
Cultural difference
6) Time & financial resources available
Time available:
Total amount of time available for learning.
Continuous or broken into periods?
Financial resources:
Clearly defined HRD budget will assist the designer.

17. KEY PRINCIPLES Principles Descriptions 7) Organizational constraint
Training and learning that is anticipated but not supported by structure and culture Difficult to transfer learning.
Thus, learning designer need a clear understanding of strengths and weaknesses of organization.
8) Age factors & cultural differences
Understand specific needs of young and old workers.

18. KEY PRINCIPLES Principles Descriptions 9) Trainer style and expertise
Availability of trainers with expertise in subject matter affect learning design, choice of activities or learning media.
If insufficient expertise available in house?
Designer may use open learning, guided reading, e-learning or external courses.

19. 8 Guidelines for the design and delivery of training/learning events (Harrison, 2000):
1) Design appropriate structure and culture 2) Stimulate learners 3) Help understanding 4) Incorporate appropriate learning activities 5) Build on existing learning 6) Guide the learners 7) Ensure learning is retained 8) Ensure transfer of learning

20. 1) Design appropriate structure and culture
GUIDELINE
DESCRIPTIONS
1) Design appropriate structure and culture
Structure – Framework of learning events (way it is shaped, type of interaction).
Culture – Prevalent learning climate.
2) Stimulate learners
Purpose and objective should relate to learner’s need.
Choice of media and method should stimulate individuals.
3) Help understanding
Constantly check learner’s understanding.
Difficult point need should be reiterated.
Pace varied to ensure concepts thoroughly grasped.

21. GUIDELINE
DESCRIPTIONS
4) Incorporate appropriate learning activities
Involve appropriate situation or use of skills and knowledge in real-life environment /role.
5) Build on existing learning
Encourage trainees to bring their problems and activities to learning events.
6) Guide the learners
Regular feedback and guidance.

22. GUIDELINE
DESCRIPTIONS
7) Ensure learning is retained
Practice (essential to reinforce learning) – Critical and difficult task should be given priority.
Feedback – Task should have rewards incorporated into them.
8) Ensure transfer of learning
Transfer to learning take place:
Into learning event.
From learning events to job.
Successful transfer depend on:
Degree to which event appropriate to learner’s needs.
How far learning tasks mastered by them.
Whether events achieved stimulation/relevancy of learning.
Whether participants will be enabled and encouraged to use new learning in workplace.

23. LEARNING DESIGN FOR INDIVIDUALS, GROUPS AND ORGANIZATIONS: Advantages & disadvantages

24. Focus
Descriptions
Individual
Advantages:
Able to tailor learning activity to the specific needs of one person rather than group needs.
Learning process should be more effective.
Very precise, detailed, relevant to real needs, flexible and responsive.
Disadvantages:
Time-consuming
Expensive

25. Focus
Descriptions
Group
Advantages:
Easier to construct reflecting and theorizing activities.
More ideas can be generated
Collaborative decision making
Disadvantages:
Difficult to reconcile differing needs and learning styles.
Problem of unproductive group members

26. Focus
Descriptions
Organizations
Advantages:
Supports and encourages learning
Promotes continuous improvement in work performance
Disadvantages:
A complex process.
Must be placed within a framework of HRD, performance management and culture of continuous development.