TUP - Student Resource Guide - Delahaye 3e1p

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Student Resource GuideHuman Resource DevelopmentManaging Learning and Knowledge Capital

Third Edition

BrianDelahaye


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To be used in conjunction with Human Resource Development3rd edition, Author: Brian DelahayeISBN: 978-0-7346-1103-1

Tilde University Press, an imprint of Tilde Publishing and Distribution i

PREFACE

An introduction to the text

Trainers, instructors, adult teachers, human resource developers, workplace educators,community educators, learning consultants and knowledge managers are just some of the titlesgiven to the people who are given the responsibility to develop individual and organisationallearning. People who undertake this role are faced with a number of conflicting yet ever presentpressures. Among these pressures are:

Demands to decrease the dollar and time investment in staff development The increasing complexity of technology The enhanced expectations of adult learners that they be treated as adults The need to ensure that learning is relevant and has a commercial value The exponential growth of theories of adult learning and the management of

knowledge.

Developing people in this role - whether they are called human resource developers orworkplace educators or any of the other titles - has become a distinctive challenge. Further, thischallenge has occurred at a time when decision makers have realised the critical importance ofthe knowledge asset to the future viability of an organisation.

The text Human Resource Development: Managing Learning and Knowledge Capital has beendesigned and written to meet the needs of undergraduate and postgraduate students who wishto fulfil such roles and meet such challenges. The text offers a comprehensive theoretical andpractical coverage of human resource development. The book offers a number of features toenhance learning and to provide praxis - the conversion of theory into practice:

Learning objectives at the beginning of each chapter highlight the expected learningoutcomes.

Main headings, sub-headings and sub-sub-headings furnish an easily recognisedstructure to each chapter.

A closer look feature which highlights a practical example or a more in-depthdiscussion.

At the end of each chapter, questions for review, for analysis and for application thattest that achievement of the chapter objectives. At the end of each chapter, three case studies that encourage reflection on the

applicability of the theoretical discussions.

Glossary of key words at the end of each chapter provide a quick reference toimportant concepts.

In addition, this third edition features a large case study on an organisation called PacificLifestyle Publishing. Pacific Lifestyle Publishing is a real organisation located on the east coast ofAustralia. It was exciting to find an organisation that valued its staff so highly and whichmanaged its knowledge capital so effectively and so naturally. The case study, located at the end

of the textbook, is used in a number of ways throughout the text. There are nearly 50 marginnotes in the main body of the text that link the theoretical concepts being discussed to the real


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Tilde University Press, an imprint of Tilde Publishing and Distribution ii

life experiences in Pacific Lifestyle Publishing. There are also several references to PacificLifestyle Publishing in the theoretical discussions in the text itself. Finally, a number of chaptershave end-of-chapter questions on Pacific Lifestyle Publishing. Suggested answers to thesequestions have been included in this Instructors Resource Guide. Further, each of these answershave been reviewed by the Managing Director of Pacific Lifestyle Publishing and a number of

the ideas have been or are being implemented by the company.Each of the four stages of human resource development - needs investigation, design,implementation and evaluation - are discussed in turn throughout the book with importanttheoretical principles being described and with models, recommendations and check listspresented as professional guides for actions and decisions. These discussions and descriptionsare embedded within an overall understanding of the concepts of the management of knowledgecapital.

The material presented in the text consists of 14 chapters. Chapter 1 introduces the importance ofhuman resource development and locates human resource development in the theories, conceptsand practices of human resource management. The chapter introduces the concept of complexitytheory the theoretical basis of the textbook and a most useful theory when examining the

management of knowledge capital and the underpinning adult learning processes. The next twochapters present issues that have a direct influence, and provide a deeper understanding ofhuman resource development. Chapter 2 examines the theories and practices of adult learning.Chapter 3 emphasises the importance of, and the critical nature of, individual differences inadult learners. Chapter 4 begins the discussion on human resource development needsinvestigation (HRDNI) and the next two chapters explore specific methods of HRDNI -performance appraisal and career development (Chapter 5) and interviewing and focus groups(Chapter 6). Chapter 7 examines the role of two important considerations in the design of adultlearning programs - the topic content and the learner - which provide an initial indication of thetype of learning strategies that are most beneficial. Other considerations of the design process,and the type of program plans required, are discussed in Chapter 8. The structured learning

strategies of the skill session, theory session and lecture and the semi-structured approaches ofthe discussion, case study, role play and experiential learning are described in Chapter 9.Chapter 10 examines the unstructured learning strategies of problem-based learning, contractlearning, action learning, change interventions and mentoring and also has a discussion on e-learning. Chapter 11 explains and examines evaluation. Chapter 12 presents a discussion onworkplace learning and suggests that learning in the workplace needs a workplace learningcurriculum. Accordingly a model of a workplace curriculum is presented as is a new modeldiscussing the steps used by an individual adult learner. Chapter 13 examines the creation ofknowledge by examining, in depth, the role of the shadow system and the critical importance ofself organising groups. The chapter also explores the process of developing a state of boundedinstability in an organisation. Chapter 14 reviews the concepts examined in the previous chaptersby expanding the complexity theory model introduced in Chapter 1. This model can be used as ameans of understanding the management of knowledge or as a template to audit anorganisations knowledge management processes. The chapter then shows how these conceptscombine with organisational culture and leadership to manage the knowledge capital of anorganisation. The chapter, and the textbook, end with a suggested career development path forHR developers.


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Tilde University Press, an imprint of Tilde Publishing and Distribution iii

An introduction to the Students Resource Guide

One of the main goals in preparing the Students Resource Guide for Human ResourceDevelopment: Managing Learning and Knowledge Capital was to provide a valuable and pragmaticsupport system that busy students would find efficient and useful. Accordingly, each chapter inthis guide follows a quick reference format:

the chapter objectives are listed at the beginning of each chapter a half-page chapter theme briefly describes the chapter content and focus a suggested learning (lecture) outline, on one page, provides A, B, C and D headings

giving an easy-to-follow structure of the content

a bank of multiple choice questions.In addition, the complementary PowerPoint Presentation, available from Tilde University Pressis a very useful and rich teaching tool that amplifies and structures the material in each chapter.

An Instructor Resource Guide is available for lecturers and educators. Additionally to the

student resource guide, it includes: suggested answers, and associated comments, for each of the questions listed at the

back of each book chapter are provided

answers to the questions on each of the three case studies at the back of each bookchapter are provided

a bank of multiple choice questions with page references.Contact the publisher or local sales rep (visitwww.tup.net.aufor publisher contact details or thereview copy page under orders for your local sales rep).

Brian Delahaye

January 2011
http://www.tup.net.au/http://www.tup.net.au/http://www.tup.net.au/http://www.tup.net.au/


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Tilde University Press, an imprint of Tilde Publishing and Distribution 2012 4

Chapter 1

INTRODUCTION TO HRDChapter objectives

After studying this chapter you should be able to:

1. Describe the negative effects of management re-engineering on organisations.2. Explain why knowledge is a unique resource.3. Describe how knowledge capital can be managed by complexity theory.4. Describe the role of the HR developer in knowledge management.

Chapter theme

The chapter begins by examining the search, by academics and managers, for solutions to theunpredictable business environment since the 1990s. While the initial focus of this search was,quite rightly, on the financial health of organisations, the blind acceptance and single-mindedadvocacy of management re-engineering options has caused a number of serious negativeoutcomes. These outcomes - such as the total focus on the dollar and the anorexic syndrome - arediscussed. Writers have come to the conclusion that management re-engineering is not the fullanswer to the challenges of the new millennium.

The traditional management theories are based on the Newtonian paradigm - objects or mattercould be broken down into their component parts, measured, and then re-built. Accordingly,

conventional strategic planning analyses the external environment and, from this analysis, theupper management of the organisation can create an appropriate organisational structure and tofollow appropriate strategies. Once the strategies have been selected, they can be operationalisedusing the operational management functions of plan, lead, organise and control (often called thePLOC model). The significant deficiency in the traditional theories is an assumption that the twomain resources available to managers are time and money and further, that one can beexchanged for the other.

In the mid-1990s there was an increasing interest in a third resource knowledge capital withthe realisation that the wise management of knowledge provides the main sustainablecompetitive advantage in a competitive and dynamic economy. Organisations need to maintaintheir current knowledge, disseminate specific knowledge to specific parts of the organisation,create new knowledge, and unlearn useless knowledge. As a means of retaining the benefits oftraditional management but to also include the imperative of managing knowledge,contemporary management is turning to complexity theory.

Complexity theory suggests that an organisation consists of two main systems. The legitimatesystem searches for efficiency and achieves this aim by using the traditional or ordinarymanagement process. These processes are based on negative feedback loops processes thatreturn aberrant behaviour back to the pre-determined standard and single loop learning learning that accepts what is presented as the absolute truth. The legitimate system operates bestunder conditions of near-certainty and therefore operates best in the day-to-day operations of theorganisation. The shadow system searches for creativity and uses extraordinary managementprocesses based on positive feedback loops processes that encourage creative thought anddouble loop learning learning that challenges underlying, fundamental values. The shadowsystem concentrates on far-from-certainty external environments and ensures the long term


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survival of the organisation. The two systems are interlinked and co-dependent and operate bestin the state of bounded instability where each system has an appropriate amount of power.

Of course, knowledge in organisations depends on the individuals and groups in theorganisation. Therefore, adult learning is a critical element of managing knowledge capital.

As the need for a more skilled workforce increases, and as organisations depend more on thenew knowledge created by individuals, then the management and facilitation of adult learningbecomes more paramount. Adult learning is fundamental to the management of knowledge andHRD. The creation of knowledge (Nonaka and Takeuchi 1995) is based on the assumption thatthere are two types of personal knowledge. Explicit knowledge can be declared by theindividual. Tacit knowledge is deep within the individuals sub-conscious. It is suggested thatthere are four ways of creating knowledge - externalisation (tacit to explicit), combination(explicit to explicit), internalisation (explicit to tacit) and socialisation (tacit to tacit).

To complicate matters a little further, over the last decade there has been a movement away fromformal, off-site learning towards learning on-site. Workplace learning is another emergenttheme. It is suggested that the workplace offers learning experiences that are authentic and

contextualised. However, workplace learning is very complex and needs a much more elaboratesupervisory effort. The fourth emergent theme is learning partnerships. The HR developer nolonger has the luxury of concentrating on the internal environment of the organisation. Today,organisations operate within, and closely with, its social context. Modern organisations will beinvolved in up to three types of learning organisations apprenticeship learning, strategicalliances and joint ventures and the learning within these partnerships also have to bemanaged appropriately.

There is no doubt, though, that the heart of any learning in an organisation is based on the fourstages of HRD. These four stages - investigation, design, implementation and evaluation -provide the basic framework for the management of knowledge capital and provide thestructure for this textbook. Finally, it must be recognised that the four stages operate within a

wider theoretical context. An understanding of the management of diversity and the functions ofHRM as supporting concepts to the four stages of HRD critical to the understanding ofmanaging an organisations knowledge capital.

Suggested learning (lecture) outline

Complexity theory and managing knowledge capital

The adult learner

The HR developer and the management of knowledge

Within a wider theoretical context

- The functions of HRMThe context of HRD

The design of this textbook

How to use this book

The Pacific Lifestyle Publishing case study

The business environment

Management re-engineering

The traditional management approach

The management of knowledge capital


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- A unique resourceComplexity theory and managing knowledge capital

The adult learner

The context of HRD

The design of this textbook

How to use this book

- The pacific Lifestyle case study (see page 442 to 460).Multiple choice question bank

1.1 The salutary goal of management re-engineering is to:

(a) improve the ergonomics of the organisation

(b) incorporate complexity management into the managers decision processes

(c) target costly wastage and time delays

(d) re-structure the information technology systems

1.2 Some negative effects of inappropriate management re-engineering include:

(a) loss of knowledge, the anorexic syndrome and focusing on the core business

(b) loss of knowledge, forgetting that loyalty is a two way street and focusing on thedollar

(c) the anorexic syndrome, using traditional, but critical, processes and the everything issaved mentality.

(d) the anorexic syndrome, using loyalty and focusing on the core business

1.3 In the everything is saved mentality created by management re -engineering, theorganisation:

(a) uses the money saved to institute an auditing process

(b) loses knowledge when retrenched staff leave

(c) waits for someone to champion the cause

(d) uses the knowledge of re-deployed staff to create an auditing system

1.4 Knowledge is a unique resource because:

(a) it grows from sharing

(b) it is the same as information

(c) it is subject to copyright

(d) it relies on the law of diminishing returns


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1.5 With bounded instability, the organisation is kept in a state where it is:

(a) attracted towards equilibrium

(b) partly in equilibrium but mainly in instability

(c) partly in inequilibrium but mainly in stability

(d) partly in equilibrium and partly in inequilibrium

1.6 One of the roles of the legitimate system is to:

(a) release the self-organising potential of the natural system

(b) audit the policies from the shadow system

(c) audit the suggestions of survival from the shadow system

(d) use extraordinary management

1.7 The shadow system operates on the principles of:

(a) positive feedback loops

(b) direct feedback loops

(c) negative feedback loops

(d) primary feedback loops

1.8 The shadow system uses:

(a) extraordinary management(b) extracurricular management

(c) ordinary management

(d) extrapolation management

1.9 Adult learning is recognised as a major theme in the economy of Australia because:

(a) the workforce is aging

(b) people are retiring at a younger age

(c) other countries are not as competitive(d) too many computers are used in school education.

1.10 Knowledge is:

(a) explicit and tacit

(b) expiate and tacit

(c) tactile and explicit

(d) expiate and tactile


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1.11 Embodied knowledge is:

(a) large chunks of information

(b) contained in a textbook

(c) knowledge held in the human brain

(d) embedded in the organisation

1.12 The two HRM functions that have significant overlaps with the role of HRD are:

(a) selection and performance appraisal

(b) orientation and strategic human resource planning

(c) recruitment and selection

(d) strategic human resource planning and performance appraisal

1.13 The PLOC in the PLOC model used by the legitimate system stands for:

(a) plan, listen, organise and constrain

(b) plan, lead, originate and control

(c) plan, lead, organise and construct

(d) plan, lead, organise and control


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Chapter 2

ADULT LEARNING

Chapter objectives


1. List the assumptions underpinning pedagogical and andragogical learning.2. Discuss the basic types of learning - classical conditioning, behaviour modification and

modelling.

3. Explain and discuss the four knowledge generation processes4. Explain and distinguish the three levels of learning - instrumental, communicative and

emancipatory

5. Define the role of critical thinking in the process of adult learning.6. Discuss the two models of unlearning.7. Describe the holistic adult learning model.8. Describe the time delay in learning9. Describe the effect of stress on learning

Chapter themeHumans are unique among living organisms in that their primary adaptive specialisation is notsome particular physical attribute or skill, but the ability to learn. Further, writers such asMalcolm Knowles suggests that adult learners are an even more unique species.

The chapter begins by discussing the three basic types of learning - classical conditioning,behaviour modification and modelling. Of these, modelling does have some significant links tothe knowledge creation process and should be emphasised to the students. The chapter thenproceeds by discussing two major contemporary adult learning theories.

The first of these theories examines the knowledge generation processes of Nonaka and Takeuchi

(1995). The generation of knowledge suggests that there are two types of personal knowledge.Explicit knowledge can be declared by the individual. Tacit knowledge is deep within theindividuals sub-conscious. It is suggested that there are four ways of creating knowledge -externalisation (tacit to explicit), combination (explicit to explicit), internalisation (explicit totacit) and socialisation (tacit to tacit).

The second of the contemporary adult learning theories discussed in the chapter is Mezirowstransformational learning which explores the three levels of learning - instrumental,communicative and emancipatory. The students should be able to differentiate between theselevels and recognise (a) the different learning processes used for each and (b) the integrativenature of the three levels - i.e. to manage the knowledge of the organisation, individuals need tobe developed in the three levels. The chapter then emphasises a further aspect of adult learning -

critical thinking.


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All the concepts discussed in the chapter are then combined in one model (see Figure 2.1 on page52) which suggests that adult learning must be viewed as a holistic process. Many organisationsonly concentrate on explicit knowledge when, in fact, the learning needs demand a much morecomplex appreciation of the learning challenge.

The chapter then discusses organisational learning. The similarities between individual learning

and organisational learning are examined - e.g., instrumental learning becomes single-looplearning in the organisation and emancipatory learning becomes double-loop learning. Inaddition, organisational defence mechanisms are examined. Finally, there is a brief discussion onthe time delay in adult learning and the need to use successive approximations.


Knowledge creation and adult learning

- Instrumental learning- Communicative learning- Emancipatory learning- The role of frames of reference- Changing frames of reference- Critical reflection- The importance of emancipatory learning

Learning

Adults as learners

Basic types of learning

- Classical conditioning- Behaviour modification- Modelling

Generation of knowledge

Knowledge creation and adult learning

- Instrumental learning- Communicative learning- Emancipatory learning- The role of frames of reference- Changing frames of reference- Critical reflection- The importance of emancipatory learning

Critical thinking

- Problem solving- Creativity- Evaluation- Dialectic thinking


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- Logical reflection- The amalgam of critical thinking

Unlearning

Holistic adult learning

Organisational learning

The practical application of adult learning

- A time delay- Stress and learning

The four stages of HRD

Multiple choice question bank

2.1 Pedagogy assumes that the learner:

(a) is life-centred

(b) uses internal motivations

(c) has a greater volume and a different quality of experience from youths

(d) is a dependent personality

2.2 Andragogy assumes that the learner:

(a) knows only what the teacher teaches

(b) has a self-concept of being responsible for her/his own decisions

(c) responds to external motivations

(d) has a subject-centred orientation to learning

2.3 In humans, classical conditioning is highly involved in the learning of:

(a) how to eat

(b) how to play music

(c) procedural skills

(d) emotions

2.4 Behaviour modification assumes learning is a matter of accumulating a series of:

(a) starting-reaction (S-R) associations

(b) stimulus-remembering (S-R) associations

(c) stimulus-response (S-R) associations

(d) starting-response (S-R) associations


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2.5 In modelling, the learner tends to:

(a) imitate the behaviour of a high status person

(b) build a model from a diagram

(c) look for a reward after completing a behaviour

(d) use a conditioned response

2.6 The advantage of modelling is that it allows the learner to acquire:

(a) a lot of experience

(b) an automatic unconditional response

(c) large, integrated patterns of behaviour

(d) a simple, specific pattern of behaviour

2.7 The knowledge generation process of externalisation occurs when an individual:

(a) listens to a lecture

(b) watches an expert

(c) re-experiences anothers experience

(d) writes thoughts and ideas onto paper

2.8 The knowledge generation process of socialisation occurs when knowledge

is moved from:(a) tacit to tacit

(b) explicit to tacit

(c) tacit to explicit

(d) explicit to explicit

2.9 One of the most common and obvious paths of knowledge creation is:

(a) combination

(b) socialisation(c) externalisation

(d) internalisation

2.10 Instrumental learning is often:

(a) task orientated problem solving

(b) changing hegemonic assumptions

(c) about understanding someones underlying value system

(d) about the learner controlling his/her emotions


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2.11 Spaced learning means:

(a) avoiding the learners personal space

(b) providing time between chunks of learning

(c) give information in chunks rather than in mass

(d) providing a physical learning space for learners

2.12 According to the principles of learning, there are two types of feedback that can be givento learners:

(a) behavioural and informational

(b) positive and motivational

(c) informational and behavioural

(d) informational and motivational

2.13 Communicative learning involves:

(a) the dynamics of the emotions

(b) the dynamics of the principles of learning

(c) the dynamics of understanding others

(d) the dynamics of group processes

2.14 Rational discourse is the ability to:

(a) talk and listen respectfully to others who hold different views

(b) talk and listen respectfully to others who hold the same views

(c) talk respectfully to others who hold different views

(d) talk and listen respectfully to subordinate staff

2.15 The hierarchy of three assumptions in ones frame of reference are:

(a) causal, proscribed, paradigmatic

(b) paradigmatic, prescriptive, correlational

(c) causal, prescriptive, paradigmatic

(d) paradigmatic, descriptive, causal

2.16 Three major sources of paradigmatic assumptions are:

(a) sociolinguistic, psychometric, episodic

(b) sociolinguistic, psychological, epistemic

(c) sociolinguistic, psychological, episodic

(d) socio-economic, psychological, epistemic


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2.17 Our frames of reference:

(a) filter information, accepting information that supports them

(b) filter information, rejecting information that challenges them

(c) are logical and emotionless

(d) only allow logical changes to occur

2.18 Critical reflection occurs when an individual:

(a) deeply examines his/her knowledge of a topic or the logic used

(b) deeply examines causal assumptions

(c) deeply examines the foundations and justification of her/his beliefs

(d) deeply examines the foundations and justification of anothers beliefs

2.19 Three components of critical thinking are:

(a) problem solving, didactic thinking, critical reflection

(b) evaluation, logical reflection, dialectic thinking

(c) evaluation, creativity, didactic thinking

(d) problem solving, logical thinking, creative inflection

2.20 In the parenthetic model of unlearning:

(a) the new knowledge overwrites the old knowledge(b) the old knowledge becomes embedded in the new knowledge

(c) the new knowledge sits beside the old knowledge

(d) the old knowledge becomes regulated

2.21 According to the holistic model of adult learning, the behaviour of an individual can beinfluenced:

(a) directly by the tacit knowledge, the paradynamic assumptions andexplicit knowledge

(b) directly by the emotions

(c) only by the explicit knowledge

(d) only indirectly by the tacit knowledge and the paradynamic assumptions


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2.22 The two step process of identifying what the learner has done correctly and identifyingone or two changes for the future is called:

(a) progressive approximations

(b) approximate learning

(c) successful approximations

(d) approximate successes

(e) successive approximations

2.23 High levels of stress can shut down the working memory of the individual leading to:

(a) Fight or flight(b) Fight, freeze or flight(c) Faint, freeze of flight(d) Faint or fight


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Chapter 3

INDIVIDUAL DIFFERENCES IN ADULT LEARNERS

Chapter objectives


1. List the disadvantages of ethnocentricity.2. Explain the benefits of harnessing the power of individual differences.3. Describe and explain the different individual characteristics of adult learners including

age, impairment, gender and cultural backgrounds.4. Describe the developmental needs of an organisation operating in a global

environment.

5. Explain the benefits to the organisation of diversity.Chapter theme

The chapter emphasises that, firstly, each individual adult learner is different and that, secondly,Australian and New Zealand are multicultural societies. Organisations need to harness thepower of this diversity to survive and grow.

As part of harnessing this power, organisations need to challenge ethnocentricity and itsaccompanying negative process, stereotyping. Discrimination - whether direct, indirect orstructural - and harassment of any form are serious issues that have to be actively confronted.While there is legislation proscribing these negative practices, the organisation has to do more.The organisation must manage, and indeed celebrate, the individual differences in adult learnerswithin the organisation as a highly valuable source of energy.

Adult learners vary on a number of characteristics. They are the learners with the widest agerange from youth to aged - and this raises issues of the various stages that adults experienceduring their life as well as the impact of specific historical moments that have occurred duringtheir lives. Further, impairment of health can have an effect on the way adults learn. Genderorientations need to be considered when designing and implementing learning experiences and

the predominant assumptions of male norms and standards have to be confronted. The culturalbackgrounds of the adult learner will have a significant bearing on the way individuals learn.The effect of low-context and high-context styles of communication as well as individualist-collectivist cultures will all influence the way adult learners approach developmental processes.

In Australia, HR developers need to recognise the strengths of the traditional learning processesof Indigenous Australians and also, in New Zealand, the strengths of the traditional learningprocesses of the Maoris.

Finally, globalisation is now an important strategic consideration for a number of Australianorganisations. This affects the HR developer in two ways. Firstly, staff who will work overseas inother cultures need to be comfortable with issues such as male-female interactions and having aknowledge of the host culture. Secondly, some HR developers will need to conduct

developmental interventions overseas in other cultures.


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Chapter structure

Ethnocentricity

Celebrating individual differences

The characteristics of adult learners

Age

The stage models

Historical embeddedness

Learning and the older employee

Youth learners

Impairment

Gender

Cultural backgroundsIndigenous Australian learners

Maori learners

Some concluding comments on cultural backgrounds

The impact on the HR developer

Globalisation

Developing staff

Overseas learning interventions

Diversity and the organisation

3. What key issues should a HR developer bear in mind when planning a learning experience foreither indigenous Australian or Maori adult learners?


3.1 Ethnocentricity is the belief:

(a) that cultural norms are basically the same

(b) in the intrinsic superiority of ones own cultural norms

(c) in the intrinsic inferiority of ones own cultural norms

(d) that cultural norms can be changed

3.2 Stereotyping:

(a) impedes learning

(b) is fairly accurate

(c) is a form of analysis that helps adults learn(d) provides a basis for changing cultures


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3.3 Harassment:

(a) is the basis for the EO approach to cultural understanding

(b) encourages better performance

(c) is designed to humiliate and offend

(d) encourages emancipatory learning

3.4 The stage models of the adult life cycle:

(a) show the preferred behaviours in a workplace setting

(b) are a generalised equivalent of the HRD stages

(c) show the four cyclical stages of an adult learning experience

(d) have been criticised for concentrating on white, male, middle-class subjects

3.5 Older learners have:

(a) memory loss and less creativity

(b) equal performance but declining intelligence

(c) a high level of computer literacy

(d) an awareness of multiculturalism but have difficulty reskilling

3.6 When older learners stand back and watch, they are:

(a) actively seeking knowledge

(b) passively seeking knowledge

(c) being dependent learners

(d) avoiding learning

3.7 Youth learners:

(a) have a preference for the feel good elements of self directed learning

(b) are suspicious of the older teacher

(c) see credentials as being of little importance

(d) focus on formal learning as the main requirement for career advancement

3.8 The gender models of feminist pedagogy emphasise:

(a) a preference for communicative learning

(b) the emancipatory process of learning

(c) that females may experience an initial reluctance in commencing formal learning

(d) the importance of resolving conflict positively


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3.9 The main inhibitor of learning for gays and lesbians is:

(a) the belief that credentials are one of the most important outcomes of learning

(b) homophobia

(c) lack of interest in formal learning

(d) homoplasticity

3.10 Culture is:

(a) a unidimensional construct

(b) constrained within national boundaries

(c) a stable, unchanging construct

(d) a multifaceted construct

3.11 In a collectivist culture:

(a) group goals defer to individual goals

(b) self-reliance is emphasised

(c) individual goals defer to group goals

(d) food gathering is an important social event

3.12 In high-context cultures:

(a) the content of the message is downgraded(b) being direct and linear is valued

(c) primacy is given to the content of the message

(d) literal interpretations of wording are very important

3.13 Generally, Australia would be seen as a:

(a) high power distance, individualist culture

(b) high-context, low power distance culture

(c) low-context, individualist culture(d) collectivist, low power distance culture

3.14 When compared with the Australian indigenous experiences of learning, westernapproaches to learning tend to be:

(a) less individualistic

(b) the same

(c) more individualistic


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3.15 When compared to western approaches to learning, Maori learning tends to:

(a) be very specific

(b) value the future over the past

(c) recognise the teacher as the leader of the learner

(d) be more holistic

3.16 In a high power distance culture, the HR developer would be seen as:

(a) having a preference for the unstructured learning strategies

(b) more of a colleague and friend

(c) a facilitator of self-directed learning

(d) an expert, authority figure

3.17 To improve intercultural effectiveness, a developmental program for staff beingtransferred to work in another culture should:

(a) emphasise the differences in sex role equality in various cultures

(b) ensure full articulation in the host countrys language

(c) emphasise the similarities in the communicative processes

(d) ensure competence in the application of the parent companies policies and rules


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Chapter 4

AN OVERVIEW OF HRD NEEDS IDENTIFICATION

Chapter objectives


1. Describe the four categories of a human resource development needs investigation(HRDNI).

2. Discuss the purpose of an HRDNI.3. Explain how the surveillance stage of an HRDNI can give early indicators of HRDrequirements.4. Describe the influence of the strategic plan has on the HRDNI5. Describe the two parts of the investigation stage of the HRDNI.6. Discuss the issues to be considered when creating a realistic action plan for an HRDNI.7. Explain how to select appropriate HRDNI methods.8. Identify the three forces that may impede an HRDNI.9. List the elements of an HRDNI report.

Chapter themeAs the title suggests, the chapter provides an overview of the human resource needsidentification (HRDNI) process which allows a more detailed discussion of performanceappraisal, interviewing and focus groups and questionnaires in the following three chapters.

HRDNI is defined and four categories - performance deficiency, diagnostic audit, democraticpreference and pro-active analysis - are described. The purpose of HRDNI is then examined. Thesurveillance stage of HRDNI provides a continuous monitoring of the organisation using variousinternal information systems such as the financial system and performance appraisal. When thesurveillance stage indicates a possible problem or opportunity, the second stage of investigationcommences. In the investigation stage various data gathering methods are used - organisational

records, observation, assessment centres and the critical incident technique. The data is thenanalysed in the appropriate manner, depending on whether it is qualitative or quantitative.(Qualitative analysis is discussed in Chapter 7 and quantitative analysis in Chapter 8). The keyoutcome of this data analysis is the identification of learning objectives, competencies or learningoutcomes. Each of these is discussed and compared.

The investigation stage should be planned to ensure an efficient process and an effective result.Seven key issues for planning an HRDNI are discussed. Part of this planning process is selectingan appropriate HRDNI method. Finally, the components of the HRDNI report are examined.


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The importance of HRDNI

HRDNI defined

A word of caution

The purpose of HRDNI

Organisational awareness

The surveillance stage

The investigation stage

Data gathering

Organisational records

Observation

Assessment centresCritical incident technique

Data analysis

Learning objectives

Competencies

Learning outcomes

Prioritising the outputs

A pivotal role

Other components

The investigation plan

Selecting an HRDNI method

The strategic orientation

Advantages and disadvantages of HRDNI methods

Face value?

Organisational politics

Espoused theories vs theories-in-actionOrganisational defence mechanisms

Between a rock and a hard place

The HRDNI report

The need for HRDNI


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4.1 A diagnostic audit HRDNI focuses on:

(a) the future rather than on existing problems

(b) involves staff fully in the decisions

(c) the gap analysis

(d) on existing problems only

4.2 The surveillance stage of the HRDNI focuses on:

(a) the strategic planning process only

(b) critical incidents in the workplace

(c) monitoring the external environment and the internal environment(d) monitoring the internal environment only

4.3 In the unstructured observation method, the investigator:

(a) develops a set of characteristics of behaviours to be observed before doingthe observation.

(b) becomes an actor in the episode

(c) has no predetermined ideas of what should or will happen

(d) remains at a distance for any of the activities being observed.

4.4 A learning objective should include the three elements of:

(a) training aims, performance criteria and conditions

(b) terminal behaviour statement, performance criteria and standards

(c) elements, performance criteria and standards

(d) terminal behaviour statement, standards and conditions

4.5 Competencies are only suitable for:(a) emancipatory learning

(b) instrumental learning and communicative learning

(c) instrumental learning

(d) communicative learning


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4.6 The competency movement has been useful to HRD because it:

(a) increased the reductionist process

(b) qualifications can be transported

(c) combines the advantages of communicative and emancipatory learning

(d) it has increased the objectivity of assessing learning

4.7 Another name for learning outcomes is:

(a) complex competencies

(b) integrative competencies

(c) integrated learning objectives

(d) multifarious learning objectives

4.8 When identifying the key role players, the HRDNI investigator may need to consider:

(a) the identifyer

(b) the influencer

(c) the close connections

(d) the loose connections

4.9 A disadvantage of the interviewing method of HRDNI is that it:

(a) can be quite time consuming(b) encourages the knowledge generating process of externalisation

(c) provides complex information

(d) involves and hooks the individual

4.10 An advantage of using the observation HRDNI data gathering method is:

(a) it needs limited investigation skills

(b) it no interpretation of others perceptions is needed

(c) it can provide an excellent, guiding overview(d) the data can be analysed objectively

4.11 One reason that an HRDNI is not performed is that:

(a) managers are often suspicious of fads

(b) it is seen as too easy to conduct

(c) action is valued over research

(d) it tends to identify the strengths of the organisation


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Chapter 5

PERFORMANCE APPRAISAL AND CAREERDEVELOPMENT

Chapter objectives


1. Explain performance management and describe the relationship of performanceappraisal to performance management.

2. Identify the ways that HR developers are involved in performance appraisal.3. Differentiate between the two types of performance appraisal.4. Describe the job analysis process.5. Describe the observation and comparison process.6. Describe the types of feedback and the role of action plans7. Define career development and explain the roles of career counselling and career

management.

Chapter themeThe chapter discusses two important and interrelated functions performance appraisal andcareer development.

For performance appraisal, the chapter emphasises three important themes. Firstly, performanceappraisal is a subsystem of performance and is thus linked strongly to the strategic planning andmanagement processes of the organisation. Secondly, there are two types of performanceappraisal based on different purposes. The administrative performance appraisal is used foradministrative reasons such as promotions and retrenchments. In this type, the appraiserundertakes a judgemental role. In the developmental performance appraisal, the appraiserundertakes a helping role to identify, honestly and accurately, the developmental needs of theindividual. These two roles - one judgemental and the other helping - are conflicting in nature.

Thirdly, the performance appraisal process - whether administrative or developmental - shouldbe based on five stages. In stage one the predetermined standard is created by conducting a jobanalysis and formulating the two basic documents - the job description and the job specification.In stage two, the performance of the appraisee is observed. In stage three, the data collected instage two is compared to the predetermined standard created in stage one. Once the comparisonis made, the fourth stage is to provide appropriate feedback to the appraisee. The final and fifthstage is to create action plans to ensure that the decisions made are carried out.

These days, the approach to career development needs to acknowledge the predominance of theboundaryless or protean career, where individuals tend to have a series of jobs with a number oforganisations. Career development comprises of two interrelated processes career counselling

and career management. Career counselling is now more concerned with helping people todevelop the means of reaching their career goals. Career counselling can be seen a comprising


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five steps identifying career anchors, an analysis of an individuals personal environment,information of future careers, constructing operational plans and making the change. Thecomparison between the needs of the individual and the needs of the organisation is calledcareer management. Using career management, organisations should ensure four types offlexibility functional flexibility, numerical flexibility, temporal flexibility and wage flexibility.


The importance of performance appraisal

Performance appraisal within performance management

A natural process

A unique process

Impact on the HR developer

Types of performance appraisal

Job analysis - constructing the pre-determined standardThe two basic job documents

The job description

The job specification

The pre-determined standard

Observing the performance

The what

The who

The full period

The comparison

The visual record

Two additional points

The who again

Feedback

Action plans

Input into the developmental planSurveillance system

Legal issues

Career management

Careers

Career development

Career counselling

The dual nature

Knowledge creation and maintenance


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5.1 Performance appraisal is considered to be:

(a) the overriding system of performance management

(b) a subsystem of performance management

(c) a parallel system to performance management

(d) a balancing system to performance management

5.2 The greater the communication between the manager and a staff member:

(a) the lower the trust

(b) the greater the conflict

(c) the greater the organisational performance(d) the greater the trust

5.3 The two basic purposes for performance appraisal are:

(a) tell-and-sell and problem-solving

(b) developmental and strategic

(c) developmental and administrative

(d) administrative and departmental

5.4 The job analysis results in two basic documents, which are:

(a) the job description and the performance indicators

(b) the job skills list and the task breakdown

(c) the job specification and the job description

(d) the job specification and the performance criteria

5.5 The document that lists the characteristics of the position holder that the position needs

is called the:(a) job specification

(b) job indicator

(c) job description

(d) job criteria


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5.6 The information on the performance indicators is usually:

(a) easy to identify

(b) qualitative

(c) valid but not reliable

(d) quantitative

5.7 Role expectations are messages from the:

(a) the job occupant

(b) role receivers

(c) role senders

(d) role performers

5.8 The full name of the graphic rating scale known as BARS is:

(a) behaviourally articulated rating scales

(b) behaviourally anchored rating scales

(c) behaviourally anchored review scales

(d) Billetts anchored review scales

5.9 The appraisal interview that assumes there is a power differential between the appraiser

and the appraisee is called the:(a) tell-and-sell

(b) tell-and-listen

(c) tell-and-report

(d) tell-and-use

5.10 The problem-solving interview is more commonly used in the:

(a) developmental appraisal

(b) data gathering stage(c) administrative appraisal

(d) promotional appraisal

5.11 The action plan from the developmental performance appraisal should feed into the:

(a) administrative appraisal process

(b) human resource developmental plan

(c) human resource development standing plans

(d) job analysis


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5.12 The type of career where people move among firms, develop personal market niches andbecome involved in finite projects is called a:

(a) protamine career

(b) boundaryful career

(c) boundaryless career

(b) prototype career

5.13 A pattern of talents, motives and values that form a combination of technical skills,knowledge and experiences are called:

(a) technical competence

(b) career knowledge

(c) technical anchors(d) career anchors

5.14 Schein (1996) believes that those with the following combination of careers anchors willfind it difficult to survive in the current environment:

(a) autonomy, entrepreneurship and pure challenge

(b) technical competence, lifestyle and service

(c) stability, technical competence and managerial competence

(d) managerial competence, autonomy and security.

5.15 The maintenance stage in the life cycle occurs mainly in a persons:

(a) early 20s

(b) 60s

(c) late 20 to early 40s

(d) mid-40s to early 50s

5.16 For a balanced workforce, organisations need to the following types of flexibility:

(a) functional, wage, numerical and temporal

(b) functional, percentage, ratio and wage

(c) functional, ratio, temporaries wage

(d) functional, numerical, temporaries, wage


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Chapter 6

INTERVIEWING AND FOCUS GROUPS

Chapter objectives


1. Define qualitative research.2. Discuss the types of sampling designs.3. Explain the pattern of a good interview.4. Describe the questioning, paraphrasing, probing and summarising processes.5. Differentiate between structured and unstructured interviews.6. Identify the six factors that a focus group process has in common with an interview.7. Describe the process of conducting a focus group.8. Explain how qualitative data can be analysed.

Chapter theme

This chapter focuses on the qualitative research methods of interviewing and focus groups for

HRDNI. The qualitative research ideals of trustworthiness, verification, acknowledgingsubjectivity and bias, process and sequence, interpretation, referential adequacy and painting thepath are discussed as well as the common types of sampling.

Interviewing is examined under several headings. The pattern of the interview describes astructure for an interview that supports the data gathering effort. The skills of listening,questioning, paraphrasing, probing and summarising are discussed as ways of managing theinterview process. The effect of nonverbal behaviour is also examined. Finally, structured andunstructured interviews are compared.

The ways of managing the focus group process have many similarities to interviewing. The sameskills of an appropriate structure, listening, questioning, paraphrasing, probing andsummarising are used in focus groups. However, arranging the logistics of a focus group needs

special attention as does the selection of group membership. In conducting the focus groupattention has to be given to the facilitator team, methods of recording data, the use of visual aids,using thinking time productively and group dynamics.

Analysing qualitative data is based on the concept of identifying themes. This can be achieved intwo ways - by using the pre-planned questions or by content analysis.


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Suggested learning (lecture) outlineQualitative research

Achieving the utopian ideals

Trustworthiness

Verification

Acknowledging subjectivity and bias

Process and sequence

Interpretation

Referential adequacy

Paint the path

Sampling

Simple random sampling

Systematic sampling

Stratified random sampling

Convenience sampling

Purposive sampling

Convergence sampling

Snow ball sampling

An important task

InterviewingThe pattern of an interview

Stage 1: entrance time investment

Stage 2: activity no.2

Stage 3: intimacy

Stage 4: exit investment time

Listening

Questioning

Open questions

Closed questions

In combination

Paraphrasing

Probing

Summarising

Nonverbal behaviour

Structured and unstructured interviews

Three levels of interviewing


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The focus group

Structured and unstructured focus groups

Logistics

Group composition

Homogeneity

Representation

Strangers versus acquaintances

Size of group

Conducting the focus group

Facilitator team

Recording

Use of visual aids

Thinking time

Group dynamics

Analysing qualitative data

Pre-planned questions

Content analysis

A rich, messy and complex process

The beginning of learning


6.1 When using qualitative research, referential adequacy means:

(a) reporting in the voice of the source

(b) supporting ideas with theory from academic sources

(c) referring the report to an expert for a second opinion

(d) having the comments and descriptions in the report being of sufficient detail andrichness

6.2 In qualitative research, triangulation is:

(a) an aid to verification

(b) a means of demonstrating trustworthiness

(c) provides a sequencing process

(d) a means of demonstrating referential adequacy


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6.3 The type of sampling that specifies the types of people who should be targeted, usingpredetermined parameters is called:

(a) convenience sampling

(b) stratified sampling

(c) purposive sampling

(d) convergence sampling

6.4 In systematic sampling, the investigator:

(a) identifies specific subgroups and then uses random sampling

(b) using predetermined parameters, identifies specific types of people

(c) uses an initial group of informants who recommends respondents

(d) chooses every nth person

6.5 In an interview, the rapport zone is:

(a) where the interviewee is introduced to the topic

(b) when the interviewee cannot think of an answer

(c) the area of minimum stress

(d) occurs at the end of the interview

6.6 The basic design for an open question in interviewing is:

(a) query then topic

(b) stem-plus-query

(c) question-silence-nonverbal

(d) query-plus-stem

6.7 An interviewer repeats back to the interviewee, in a concise form, the essential messageof the interviewees reply, and this is called:

(a) paraphrasing

(b) reflection of feeling

(c) repetition

(d) probing

6.8 In interviewing, the SOLER in the SOLER model stands for:

(a) sit straight, open questions, learn, empathise, record

(b) sight, open stance, lean forward, empathise, relax

(c) square on, open posture, lean forward, eyes, relax

(d) sit down, open questions, learn, eyes, record


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6.9 In a focus group, the sameness of participants is called:

(a) evenness

(b) heterogeneity

(c) homophony

(d) homogeneity

6.10 In a focus group, the recommended range for group size is:

(a) up to fifteen

(b) six to nine

(c) no more than three

(d) three to twenty

6.11 The participant in a focus group who points out the relevance of each idea is called the:

(a) coordinator

(b) elaborator

(c) information giver

(d) harmoniser

6.12 The participant in a focus group who refocuses the discussion when necessary is calledthe:

(a) gatekeeper

(b) elaborator

(c) coordinator

(d) orienter

6.13 When analysing qualitative data, the process of identifying, coding and categorising theprimary patterns in the data is called:

(a) construct analysis

(b) pattern analysis

(c) content analysis

(d) pre-planned analysis


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6.14 When analysing qualitative data, the extent to which differences between themes arebold and clear is called:

(a) internal heterogeneity

(b) external heterogeneity

(c) valid homogeneity

(d) external homogeneity

6.15 In analysing qualitative data, comparing a second theme with the first theme discoveredis called:

(a) consultative comparative analysis

(b) conceptual comparative analysis

(c) conforming comparative analysis

(d) constant comparative analysis

6.16 In analysing qualitative data, the first step in classification is:

(a) open coding

(b) primary indexing

(c) data indexing

(d) data coding

6.17 When analysing qualitative data, the data that is physically present and accountable inthe evidence is called the:

(a) manifest content

(b) primary content

(c) latent content

(d) identifiable content


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Chapter 7

DESIGN - THE TWO MAIN CONSIDERATIONS

Chapter objectives

After studying this chapter you should be able to

1. Explain what is meant by the term constructive alignment.2. Describe the five major categories of programmed knowledge, task, relationship, critical

thinking and meta-abilities in the hierarchy of learning outcomes (HLO).

3. Explain how the HLO can indicate the preferred learning strategy.4. Explain the effect of the learners current level of knowledge on the design process.5. Describe how learning experiences can be designed to encourage higher levels of

learner motivation.

6. Explain the affect a learners learning orientation can have on the design process.7. Describe how learning styles can be incorporated into the design process.8. Describe the special characteristics of youth learners.

Chapter theme

Curriculum design is defined as linking appropriate learning strategies with the learners toachieve the learning outcomes specified in the HRDNI. The basic aim of curriculum is to achieveconstructive alignment which indicates the close relationship between the learning outcomes, thelearning strategies and the assessment see Figure 7.1 on page 232. This chapter concentrates onthe variables of the content to be learned (as defined by the learning outcomes) and the learnersand the strong influence that the learning outcomes have on selecting an appropriate learningstrategy.

The content to be learned can be described by the learning outcomes to be achieved. The chapterpresents a hierarchy of learning outcomes (HLO) which categorises learning outcomes andassociates particular categories with specific learning strategies. The HLO has five categories -

programmed information, task, relationship, critical thinking and meta-abilities. Each of thesecategories are delineated into sub-groups which are then broken down further into elements.These elements are then linked to the learning strategies of the theory session, skill session,lecture, discussion, case study, role play, experiential learning, mentoring, problem-basedlearning, contract learning and action learning. Figure 7.2 on page 235 of the textbook depictsthis association.

While the HLO provides an initial, although basic, indication of the most appropriate learningstrategies, some learner characteristics exert a significant effect on the design decisions. Theselearner characteristics include learner motivation, learner orientation and learning styles. Recentresearch has also indicated that youth learners may have special characteristics that need to beconsidered. These characteristics of the learner should be considered as an overlay onto the

design decisions made using the HLO. There is no doubt that these adult learner characteristicsmake the design decision a more complex and richer process.


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Defining the role of the HR developer

Constructive alignment

The hierarchy of learning outcomes

The programmed knowledge category

The task category

The analytical sub-group

The logistical sub-group

The implementing sub-group

The relationships category

The interpersonal sub-group

The intrapersonal sub-groupThe concern for others sub-group

The critical thinking category

The meta-abilities category

The practical use of the hierarchy

The learners

Current knowledge

Motivation

The two factor theory

The expectancy-valence theory

Three levels of motivation

Learning orientation

Stage 1 (high pedagogy/low andragogy)

Stage 2 (high pedagogy/high andragogy)

Stage 3 (low pedagogy/high andragogy)

Stage 4 (low pedagogy/low andragogy)

Learning styles

Learner maturity

A designers checklist


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7.1 The initials HLO stand for:

(a) hierarchy of learner objectives

(b) human learning objectives

(c) hierarchy of learning outcomes

(d) hear, listen, observe

7.2 The learning outcome elements of goal-identification and efficiency belong to the HLOsub-group of:

(a) analytical

(b) logistical

(c) programmed knowledge

(d) critical thinking

7.3 The learning outcome elements of problem-solving and evaluation belong to the HLOcategory of:

(a) critical thinking

(b) task

(c) relationship

(d) meta-abilities

7.4 According to the HLO, the elements of complex analysis and analysis under uncertaintyare best developed using the learning strategy/ies of:

(a) case study or discussion

(b) problem-based learning

(c) theory session or skill session

(d) contract learning

7.5 According to the HLO, the elements of logical reflection and mental agility are bestdeveloped using the learning strategy/ies of:

(a) case study or discussion

(b) problem-based learning

(c) theory session or skill session

(d) contract learning


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7.6 If a learner has a low level of current knowledge of the topic, she/he is more likely toprefer:

(a) the self-directed strategies

(b) contract learning

(c) the unstructured learning strategies

(d) the structured learning strategies

7.7 According to the two-factor motivational theory, satisfying the hygiene factors will:

(a) increase motivation

(b) take away the dissatisfiers

(c) have only a limited effect on the dissatisfiers

(d) decrease motivation

7.8 According to the expectancy-valence motivational theory, the stage where the learnerdecides whether the learning task is achievable is called:

(a) expectancy two

(b) expectancy valence

(c) expectancy one

(d) outcome one

7.9 According to the four stages of learning orientation, the stage where learners accept thetried and true is:

(a) stage 1 (high pedagogy/low andragogy)

(b) stage 2 (high pedagogy/high andragogy)

(c) stage 3 (low pedagogy/high andragogy)

(d) stage 4 (low pedagogy/low andragogy)

7.10 According to the four stages of learning orientation, the stage where learners areexperimenting, analytical, creative and free thinking is:

(a) stage 1 (high pedagogy/low andragogy)

(b) stage 2 (high pedagogy/high andragogy)

(c) stage 3 (low pedagogy/high andragogy)

(d) stage 4 (low pedagogy/low andragogy)


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7.11 The learning style where learners use inductive reasoning and prefer basic assumptions

and principles is:

(a) diverger/reflector

(b) assimilator/theorist

(c) converger/pragmatist

(d) accommodator/activist

7.12 The learning style where learners prefer to be involved in new experiences and are openminded is:

(a) diverger/reflector

(b) assimilator/theorist

(c) converger/pragmatist

(d) accommodator/activist

7.13 Learners who are high on the learner maturity scale:

(a) are high on explicit knowledge of the content

(b) emphasise content reflection

(c) are predominately driven by interest motivation

(d) rely solely on the theorist learning style


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Chapter 8

OTHER DESIGN CONSIDERATIONS

Chapter objectives


1. Describe the effect that the indirect factors of strategic orientation, organisationalculture, key stakeholders, resources and the designers personal frame of reference haveon the design decision.

2. Describe the rational model, the interaction model, the cyclical models and the platformmodel of curriculum design.

3. Describe the program plan, the session plans, the resources plan, the product marketingplan, the budget and the evaluation plan and define the role of each.

4. Explain why transfer of learning, extended learning and the creation of knowledge areimportant processes.

Chapter theme

Once the two critical factors of the content to be learned and the learners have been considered,the attention of the designer can turn to the other indirect factors. The strategic orientation of the

organisation, as defined by the legitimate system and the shadow system can be examined. Thelegitimate system uses the conventional strategic planning process. This process can identify thecontent to be included in some learning programs and also the learning strategies that are morelikely to be favoured by the organisation - dependent on the strategy chosen. The staff in theshadow system need to be developed in more complex categories of the HLO such as criticalthinking and meta-abilities. The organisational is another indirect factor that the designer needsto consider as well as the key stakeholders. The resources available for the learning experiencecan have an effect on the design and the designer needs to consider the time available, thenumber of learners, the physical resources and the availability of qualified HR developers toconduct the learning program.

The design process can be informed by considering some of the suggested curriculum

development models. These models include the objectives or rational model, the interactionmodel, the cyclical model and the platform or naturalistic model. The process discussed inChapters 7 and 8 use all the views offered by these models.

Finally, the chapter describes the various plans that emanate from the design process. Theseplans include, for the legitimate system, the learning program and session plans, the resourceplan, the product marketing plan, the budget and the evaluation plan. In the shadow system,official plans are not used - as planning is based on the assumptions of negative feedback loopsrather than negative feedback loops. Rather, the developmental programs in the shadow systemshould emphasise learning transfer, extended learning and creating new knowledge.


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The indirect factors

Strategic orientation

The legitimate system

The shadow system

Organisational culture

Key stakeholders

Resources

The tyranny of time

The tyranny of numbers

Physical resources

Qualified HR developersDesigners personal frame of reference

An overview of the design process

Some basics for design

The product

The legitimate system

The program and session plans

The resource plan

The product marketing plan

The budget

The evaluation plan

A holistic view

The HR developer as a designer


8.1 Achieving a healthy state of tension of the fundamental conflict between the legitimatesystem and the shadow system is called:

(a) balanced equilibrium

(b) stable instability

(c) operational stability

(d) bounded instability


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8.2 As a general rule, the legitimate system gives much more emphasis to:

(a) knowledge creation

(b) programmed knowledge

(c) meta-abilities

(d) emancipatory learning

8.3 The common understandings that come to form the patterns of beliefs, values, rituals,myths and practices in an organisation is called:

(a) organisational culture

(b) organisational competition

(c) competitive edge

(d) culture shock

8.4 People who have both a good knowledge of organisational processes and political power

are called:

(a) key managers

(b) key stakeholders

(c) key bottlenecks

(d) key gatekeepers

8.5 The curriculum design model that recommends the four steps of: establish objectives,determine the instructional strategies, organise learning experiences and assess andevaluate is called the:

(a) legitimate model

(b) rational model

(c) cyclical model

(d) Knowles model

8.6 The curriculum model that allows stakeholders to share and defend their beliefs beforethe HR developer begins to design the program is called the:

(a) political model

(b) broad model

(c) platform model

(d) stage model


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8.7 The basic design model that uses the four steps of: have an experience, review theexperience, conclude from the experience and plan and mentally rehearse the next step iscalled the:

(a) objectives model

(b) learning path(c) learning cycle

(d) cyclic model

8.8 In the marketing plan, the person who first sees the need for a learning program is calledthe:

(a) influencer

(b) decider

(c) initiator

(d) market leader

8.9 Enabling learning objectives

(a) overcome encapsulation

(b) divide the program learning objectives into more manageable chunks

(c) are a form of motivational feedback

(d) are used extensively in the evaluation stage

8.10 Routine problem solving

(a) is based on double-loop learning

(b) leads to emancipator learning

(c) focuses on the everyday workplace knowledge

(d) is the basis for system Beta.


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Chapter 9

IMPLEMENTING THE STRUCTURED LEARNINGSTRATEGIES

Chapter objectives


1. Identify and describe the important actions a HR developer must take to manage andcoordinate a learning program.

2. Describe the micro-skills of questioning, responding, using visual aids and constructinglearning objectives.

3. Differentiate between structured and unstructured learning strategies.4. Describe the structured learning strategies of the skill session, theory session and the

lecture.

5. Describe the semi-structured learning strategies of the discussion, case study, role playand experiential learning.

Chapter theme

This chapter commences the third of the four HRD stages - the implementing stage. In theimplementation stage the HR developer has the overall responsibility of managing andcoordinating the learning program. There are several specific responsibilities that the HRdeveloper undertakes in this coordination, including arranging the layout of the training roomand the safety aspects of the equipment.

All the learning strategies depend on the important micro skills of questioning, listening, usingvisual aids and constructing learning objectives.

The remainder of the chapter concentrates on the structured and semi-structured learningstrategies. In the structured learning strategies the trainer or teacher takes the responsibility formaking decisions about the learning process. In the semi-structured strategies the learner is

allowed to make some of the decisions. In the unstructured learning strategies (discussed inChapter 10), the learner makes all the decisions on specifying the learning objectives, definingthe content and deciding on the evidence that will be evaluated. The structured learningstrategies discussed in this chapter are the skill session, the theory session and the lecture. Thesemi-structured learning strategies examined are the discussion, the case study, the role play andexperiential learning.


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The role of the HR developer

Managing and coordinating the program

Micro skills

Enthusiasm

Questioning

Responding

Visual aids

Learning objectives

The importance of micro skills

The structured learning strategies

The skill sessionThe theory session

The lecture

The semi-structured learning strategies

The discussion

The case study

The role play

Experiential learning

Learning instruments

Simulations

Projects

Sensitivity groups

The energy for experiential learning

The challenge to the HR developer


9.1 Questioning, responding and using visual aids are examples of those often taken-for-granted techniques used by experienced HR developers that are called:

(a) coordination techniques

(b) macro skills

(c) micro skills

(d) control systems


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9.2 A learning objective should include the three elements of:

(a) training aims, performance criteria and conditions

(b) terminal behaviour statement, performance criteria and standards

(c) elements, performance criteria and standards

(d) terminal behaviour statement, standards and conditions

9.3 The structured learning strategies are sometimes called:

(a) scientific or pedagogy

(b) self-directed

(c) artistic or andragogy

(d) learner-controlled

9.4 The learning strategy that divides the body of the session into the steps of show, show

and tell, check of understanding and practice is called a:

(a) theory session

(b) case study

(c) skill session

(d) problem-based learning session

9.5 The learning strategy that assumes that, while each individual learner in the group doesnot have all the information, together the whole group does is called the:

(a) discussion

(b) case study

(c) simulation

(d) theory session

9.6 A case study consists of two parts:

(a) a description and explanation(b) a narration and questions

(c) an activity and questions

(d) an explanation and a summary


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Documents

TUP - Student Resource Guide - Delahaye 3e1p