1. Managing Learning and Knowledge Capital Human Resource Development: Chapter 7 Design – the two main considerations Copyright © 2010 Tilde University Press

2. A CHOICE Depending on your knowledge of HDR you may prefer to read first about the learning strategies in Chapters 9 and 10 2

3. Curriculum design Must contain –Knowledge that is of worth the learners –Activities that are most effective –Most appropriate way of organising the activities –Knowledge that is of worth to the organisation Must apply the adult learning theories (see Chapter 2) The variables –The learning outcomes –The learning strategies –The learners –The context variables – numbers, time, quality of HR developers 3

4. Constructive alignment Learning outcomes come from the HRDNI Learning outcomes define learning strategies Learning outcomes define assessment Learning strategies and assessment interact with each other See Figure 7.1 First step is to categorise the learning outcomes 4

5. Hierarchy of learning outcomes See Figure 7.2 The hierarchy of learning outcomes (HLO) categorises learning outcomes or learning objectives or competencies The top emphasises explicit knowledge The bottom emphasises tacit knowledge and frames of reference 5

6. Hierarchy of learning outcomes ( cont ) Examine each of the categories in Figure 7.2 Consider how they move from explicit to tacit Categories –Programmed knowledge –Task –Relationship –Critical thinking –Meta-abilities Constructive alignment - describe the logic that links each category to specific learning strategies –See left hand column of the HLO and Chapters 9 & 10 6

7. Practical use of the HLO Provides an initial logic and predictability –Flags the most likely learning strategy –Indicates clearly which learning strategies are not suitable –Indicates which learning strategies may be inappropriate (the next stage may affect this decision) –Provides a basis for the design criterion of simple-to-complex. 7

8. Learners The second important variable for constructive alignment Should have data on potential learners from the HRDNI Review the concepts in Chapter 3 8

9. Learners ( cont ) Some specific variables –Current knowledge of the topic Start where the learner is at (Principal of learning) –Motivation Expectancy-valence theory Biggs’ theory – utility, achievement, interest –Learning orientation Stages 1 to 4 – preference on pedagogy vs andragogy – At what stage are your learners? –Learning styles Reflectors, theorists, pragmatists, activists 9

10. Designer’s checklist Categorise learning outcomes using HLO Identify building blocks Identify critical characteristics of the learners Explore how the learning cycle can be used Ensure opportunities for feedback –Combination of qualitative and quantitative –From an external source (e.g., HR developer) –From an internal source (i.e., encourage self assessment) 10

11. Learners ( cont ) Learning cycle Have an experience(activist) Review the experience(reflector) Conclude from the experience(theorist) Plan the next step/experience(pragmatist) A good basis for curriculum design That is, use all four learning styles 11