Human Resource Development: Principles and Practice

1
11.1
CHAPTER 11 IMPLEMENTING THE STRUCTURED STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• MANAGING AND COORDINATING THE PROGRAM
• MICRO SKILLS
• THE STRUCTURED LEARNING STRATEGIES
• THE SEMI-STRUCTURED LEARNING STRATEGIES
• THE CHALLENGE TO THE HR DEVELOPER

Human Resource Development Principles and
Practice
By Brian Delahaye
2
11.2
CHAPTER 11 IMPLEMENTING THE STRUCTURED STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• MANAGING AND COORDINATING THE PROGRAM
• MICRO SKILLS
• THE STRUCTURED LEARNING STRATEGIES
• THE SEMI-STRUCTURED LEARNING STRATEGIES
• THE CHALLENGE TO THE HR DEVELOPER

Human Resource Development Principles and
Practice
By Brian Delahaye
3
11.3
THE ROLE OF THE HR DEVELOPER

• In this third stage of HRD, the HR developer
  tales on the role of implementor and is often
  referred to as the facilitator, instructor,
  trainer or teacher.
• The implementor accepts certain responsibilities,
  including
• to be fully conversant with the programmed
  knowledge
• to have the capability to conduct the learning
  strategies
• to be willing to help the learners meet various
  challenges
• to deal with the learners honestly
• to never place personal idiosyncratic needs
  above the learners
• to, in general, to stay within the planned
  design.

Human Resource Development Principles and
Practice
By Brian Delahaye
4
11.4
CHAPTER 11 IMPLEMENTING THE STRUCTURED STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• MANAGING AND COORDINATING THE PROGRAM
• MICRO SKILLS
• THE STRUCTURED LEARNING STRATEGIES
• THE SEMI-STRUCTURED LEARNING STRATEGIES
• THE CHALLENGE TO THE HR DEVELOPER

Human Resource Development Principles and
Practice
By Brian Delahaye
5
11.5
MANAGING AND COORDINATING THE PROGRAM

• Managing and coordinating a program is a rather
  invisible process until something goes wrong.
  The following, at least, should be checked
• Ensure all learners have been notified.
• Arrange the layout of the training room.
• Ensure name tags, programs, stationery, etc. are
  available.
• Ensure all training aids and equipment are
  present and in working order.
• Check all safety aspects of the training room
  and equipment.
• Each morning check on readiness of guest
  speakers and other HR developers involved.

Human Resource Development Principles and
Practice
By Brian Delahaye
6
11.6
CHAPTER 11 IMPLEMENTING THE STRUCTURED STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• MANAGING AND COORDINATING THE PROGRAM
• MICRO SKILLS
• THE STRUCTURED LEARNING STRATEGIES
• THE SEMI-STRUCTURED LEARNING STRATEGIES
• THE CHALLENGE TO THE HR DEVELOPER

Human Resource Development Principles and
Practice
By Brian Delahaye
7
11.7
MICRO SKILLS

• Micro skills refers to those taken-for-granted
  techniques used most successfully by experienced
  HR developers. Inconveniently, these micro skills
  take quite some time to develop to a competent
  standard.
• The micro skills include
• questioning
• responding
• using visual aids
• learning objectives.
• The competent use of micro skills is critical as
  they are the catalysts for learning and generate
  knowledge through externalisation and
  internalisation.

Human Resource Development Principles and
Practice
By Brian Delahaye
8
11.8
CHAPTER 11 IMPLEMENTING THE STRUCTURED STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• MANAGING AND COORDINATING THE PROGRAM
• MICRO SKILLS
• THE STRUCTURED LEARNING STRATEGIES
• THE SEMI-STRUCTURED LEARNING STRATEGIES
• THE CHALLENGE TO THE HR DEVELOPER

Human Resource Development Principles and
Practice
By Brian Delahaye
9
11.9
THE STRUCTURED LEARNING STRATEGIES

• Learning strategies are called structured when
  the HR developer takes full responsibility for
  what will be learned, how it will be learned and
  what evidence will be produced to prove that the
  learning did occur. The three structured learning
  strategies are
• The skill session used for teaching a
  procedural skill. The body of the session is
  divided into show, show and tell, check of
  understanding and practice.
• The theory session used to impart programmed
  knowledge. The body of the session is divided
  into logical segments and each segment is
  presented using the steps of explain, activity
  and summary.
• Lecture special form of theory session,
  without the activity step.

Human Resource Development Principles and
Practice
By Brian Delahaye
10
11.10
CHAPTER 11 IMPLEMENTING THE STRUCTURED STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• MANAGING AND COORDINATING THE PROGRAM
• MICRO SKILLS
• THE STRUCTURED LEARNING STRATEGIES
• THE SEMI-STRUCTURED LEARNING STRATEGIES
• THE CHALLENGE TO THE HR DEVELOPER

Human Resource Development Principles and
Practice
By Brian Delahaye
11
11.11
THE SEMI-STRUCTURED LEARNING STRATEGIES

• In the semi-structured learning strategies, some
  of the responsibilities of learning are
  transferred to the learner and so there are
  elements of unstructured learning about them.
• The semi-structured learning strategies are
• discussion
• case study
• role play
• experiential learning.

Human Resource Development Principles and
Practice
By Brian Delahaye
12
11.12
THE DISCUSSION

• In a discussion, the HR developer encourages the
  learners to provide the knowledge that will
  achieve the desired learning objectives. The HR
  developer
• uses questions to elicit information
• records this information in a logical format
• uses responding skills that encourage learners
  to contribute
• uses summaries at strategic points.
• Discussions are most appropriate for learning
  advanced programmed knowledge and the less
  complex elements of the task and relationship
  categories of the HLO e.g. linear analysis,
  goal identification, administrative proficiency,
  communication, interacting at the objective
  level, accurate self-awareness.

Human Resource Development Principles and
Practice
By Brian Delahaye
13
11.13
THE CASE STUDY

• The case study encourages the learners to go
  beyond their explicit knowledge by using the
  knowledge generation processes of externalisation
  and internalisation.
• A case study consists of two parts
• a narration combines a description of a
  real-world event together with sufficient
  background information
• Questions based on the learning objectives of
  the session and which the learner needs to
  answer.
• As well as ensuring that the learning objectives
  are achieved, the HR developer encourages
  double-loop learning, ensures that the learners
  can identify connections between the issues and
  can generalise learning outcomes to the workplace.

Human Resource Development Principles and
Practice
By Brian Delahaye
14
11.14
THE ROLE PLAY

• The role play is similar to the case study except
  that, in the place of the narrative, some or all
  of the learners become actively engaged in acting
  out roles. In the pre-planned role play, the
  learners are given clear and detailed role
  descriptions.
• The role play engenders an emotional component in
  the learning experience. This is both the
  strength and weakness of role plays. The
  emphasise on externalisation and internalisation
  of knowledge generates changes at the tacit
  knowledge level.
• The HR developer has to take care
• in the supervision of the role play
• in de-briefing the role players at the end of
  the role play
• during the discussion.

Human Resource Development Principles and
Practice
By Brian Delahaye
15
11.15
EXPERIENTIAL LEARNING

• This term covers a number of possible approaches.
  These approaches allow the learner to experiment
  with or experience a specific situation and to
  reflect on that experiment or experience. The
  whole learner (explicit and tacit knowledge,
  emotions and frames of reference) is involved. In
  addition, the learning is generated by first-hand
  experience.
• Experiential learning includes
• learning instruments a device (e.g. a
  questionnaire) that provides the learner with
  insights about frames of reference
• simulations using a model of reality which
  allows the learner to make choices and see the
  consequences of the choices
• projects defines an activity with limiting
  boundaries
• sensitivity groups based on the belief that
  disclosure of deep personal issues within a
  supportive group leads to insights.

Human Resource Development Principles and
Practice
By Brian Delahaye
16
11.16
CHAPTER 11 IMPLEMENTING THE STRUCTURED STRATEGIES

• THE ROLE OF THE HR DEVELOPER
• MANAGING AND COORDINATING THE PROGRAM
• MICRO SKILLS
• THE STRUCTURED LEARNING STRATEGIES
• THE SEMI-STRUCTURED LEARNING STRATEGIES
• THE CHALLENGE TO THE HR DEVELOPER

Human Resource Development Principles and
Practice
By Brian Delahaye
17
11.17
THE CHALLENGE TO THE HR DEVELOPER
The challenge to the HR developer is to be able
to move from the structured to the
semi-structured learning strategies, usually
within the same learning program. The structured
learning strategies are based on explicit models
which do ensure learning. However, they do not
allow the learner very much flexibility. The
semi-structured strategies do provide more
flexibility but the HR developer does need highly
developed micro skills to manage the process The
need for these skills is even more pronounced in
the next section the unstructured learning
strategies.
Human Resource Development Principles and
Practice
By Brian Delahaye