Chap11 Implementing Strategies

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Human Resource Development: Principles and Practice By Brian Delahaye

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


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11.2





MICRO SKILLS


THE SEMI-STRUCTURED LEARNING STRATEGIES THE CHALLENGE TO THE HR DEVELOPER


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11.3


In this third stage of HRD, the HR developer tales on the role ofimplementor 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.


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MICRO SKILLS




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11.5

MANAGING AND COORDINATING

THE PROGRAM

Managing and coordinating a program is a rather invisibleprocessuntil 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.


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MICRO SKILLS




7/17Human Resource Development: Principles and Practice By Brian Delahaye

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.



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MICRO SKILLS





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THE STRUCTURED LEARNING

STRATEGIES

Learning strategies are called structured when the HR developertakes full responsibility forwhat 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 sessionused for teaching a procedural skill. Thebody of the session is divided into show, show and tell, check of

understanding and practice.

The theory sessionused to impart programmed knowledge.

The body of the session is divided into logical segments and eachsegment is presented using the steps of explain, activity and

summary.

Lecturespecial form of theory session, without the activity

step.



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MICRO SKILLS


THE SEMI-STRUCTURED LEARNING STRATEGIES

THE CHALLENGE TO THE HR DEVELOPER



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.



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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 HLOe.g. linearanalysis, goal identification, administrative proficiency,

communication, interacting at the objective level, accurate self-

awareness.



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THE CASE STUDY

The case study encourages the learners to go beyond their

explicit knowledge by using the knowledge generation processesofexternalisation and internalisation.

A case study consists of two parts:

a narrationcombines a description of a real-world event

together with sufficient background information

Questionsbased on the learning objectives of the

session and which the learner needs to answer.

As well as ensuring that the learning objectives are achieved, theHR developer encourages double-loop learning, ensures that the

learners can identify connections between the issues and can

generalise learning outcomes to the workplace.



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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.



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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 instrumentsa device (e.g. a questionnaire) that

provides the learner with insights about frames of reference

simulationsusing a model of reality which allows the

learner to make choices and see the consequences of the choices

projectsdefines an activity with limiting boundaries

sensitivity groupsbased on the belief that disclosure of

deep personal issues within a supportive group leads to insights.



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MICRO SKILLS


THE SEMI-STRUCTURED LEARNING STRATEGIESTHE CHALLENGE TO THE HR DEVELOPER



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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 modelswhich 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

sectionthe unstructured learning strategies.

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Chap11 Implementing Strategies