Human Resource Development: Principles and Practice

CHAPTER 11: IMPLEMENTING THE STRUCTURED STRATEGIES 11.1 • 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

THE ROLE OF THE HR DEVELOPER 11.3 • 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

MANAGING AND COORDINATING THE PROGRAM 11.5 • 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

MICRO SKILLS 11.7 • ‘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

THE STRUCTURED LEARNING STRATEGIES 11.9 • 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

THE SEMI-STRUCTURED LEARNING STRATEGIES 11.11 • 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

THE DISCUSSION 11.12 • 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

THE CASE STUDY 11.13 • 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

THE ROLE PLAY 11.14 • 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

EXPERIENTIAL LEARNING 11.15 • 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

THE CHALLENGE TO THE HR DEVELOPER 11.17 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

Human Resource Development: Principles and Practice