Managing Learning and Knowledge Capital Human Resource Development: Chapter 12 Workplace learning Copyright © 2010 Tilde University Press The workplace as a site for learning The most authentic learning environmentThe workplace presents a number of advantages The learning is focused on specific tasks The principles of meaningful material and transfer of learning automatically feedback is immediately available. Supervisor undertakes the full role of the HR developerSupervisor makes decision - work site or off-site?Workplace learning is the principal developmental process with formal (off-site) learning an important adjunct * Challenges to workplace learning Compete for time and recognition with normal activitiesMay be a lack of expertise in the workplaceIndividuals may be unwilling to participate in learningCatalyst for learning often sporadic or serendipitousThis sporadic occurrence also needs learner motivationInstructor or guide or mentor needs to be available Experts may be reluctant to undertake the roleThe instructor needs some HR developer skillsThe instructor needs to be given sufficient resources * The supervisor as the HR developer Supervisor must be highly accomplished HR developerHave competence to oversee the surveillance stage of the HRDNIConduct the investigation stages when necessaryFormulate learning objectives correctlyDesign learning episodes appropriately Able to evaluate a learning design presented by an outside partyConduct learning episodesConduct evaluations of learning. * Learning spaces Supervisor will need to plan for and organise the resources neededThe most critical resource needed for workplace learning is learning spacesThe physical site A location Supporting learning technology and learning resources that have been specifically reserved for the learning episode An appropriate amount of time to learn the new skills or knowledge * Managing workplace learning Requires a consistent effort from the supervisorContinually monitoring their staff as well as the internal and external environment of their organisationProviding staff with a range of learning opportunitiesCreating an organisational climate that supports and encourages learningRemoving barriers to learningProviding appropriate learning support processes Encouraging employees to engage in learning behaviours which include actively seeking out feedback on performance, and asking for assistanceThe process of managing workplace learning (see Figure 12.2) * Process of managing workplace learningPerformance appraisalcommences the learning episodeis a learning experience as and of itself, andresults in an action plan for further targeted learningThe learning episodeOff-site or on-siteTransfer of learningEncapsulation - do not take the learning back to the workplaceDeep learning depends on both knowing and doingPositive transfer climate * Process of managing workplace learning (cont)The following three steps are often iterativeEx ...

1. Managing Learning and Knowledge Capital
Human Resource Development:
Chapter 12
Workplace learning
Copyright © 2010 Tilde University Press
The workplace as a site for learning
The most authentic learning environmentThe workplace presents
a number of advantages The learning is focused on specific
tasks The principles of meaningful material and transfer of
learning automatically feedback is immediately available.
Supervisor undertakes the full role of the HR
developerSupervisor makes decision - work site or off-
site?Workplace learning is the principal developmental process
with formal (off-site) learning an important adjunct
*
Challenges to workplace learning
Compete for time and recognition with normal activitiesMay be
a lack of expertise in the workplaceIndividuals may be
unwilling to participate in learningCatalyst for learning often
sporadic or serendipitousThis sporadic occurrence also needs

2. learner motivationInstructor or guide or mentor needs to be
available Experts may be reluctant to undertake the roleThe
instructor needs some HR developer skillsThe instructor needs
to be given sufficient resources
*
The supervisor as the HR developer
Supervisor must be highly accomplished HR developerHave
competence to oversee the surveillance stage of the
HRDNIConduct the investigation stages when
necessaryFormulate learning objectives correctlyDesign
learning episodes appropriately Able to evaluate a learning
design presented by an outside partyConduct learning
episodesConduct evaluations of learning.
*
Learning spaces
Supervisor will need to plan for and organise the resources
neededThe most critical resource needed for workplace learning
is learning spacesThe physical site A location Supporting
learning technology and learning resources that have been
specifically reserved for the learning episode An appropriate
amount of time to learn the new skills
or knowledge
*

3. Managing workplace learning
Requires a consistent effort from the supervisorContinually
monitoring their staff as well as the internal and external
environment of their organisationProviding staff with a range of
learning opportunitiesCreating an organisational climate that
supports and encourages learningRemoving barriers to
learningProviding appropriate learning support processes
Encouraging employees to engage in learning behaviours which
include actively seeking out feedback on performance, and
asking for assistanceThe process of managing workplace
learning (see Figure 12.2)
*
Process of managing workplace learningPerformance
appraisalcommences the learning episodeis a learning
experience as and of itself, andresults in an action plan for
further targeted learningThe learning episodeOff-site or on-
siteTransfer of learningEncapsulation - do not take the learning
back to the workplaceDeep learning depends on both knowing
and doingPositive transfer climate
*
Process of managing workplace learning (cont)The following
three steps are often iterativeExtended learningFrom the rule-
following to extrapolation and experimentation From peripheral
to full engagement Certainty to conditions that are less certain
and more complexComplex but clear learning outcomesNon-
routine tasks are usually more complexmore sophisticated
techniques are needed to communicate the full complexity of

4. such learning outcomesDirect guidance of expertsSecuring the
learner’s access to a sequence of activities Selecting the guide
*
Process of managing workplace learning (cont)The last three
steps encourage independent learningIndirect guidanceA level
where they no longer need direct supportProvided by the
workplace environment Surrounded by experienced co-workers
and peers Diminishing supportScaffolding - temporary and
adjustable supportFading the guide gradually removing parts of
the scaffolding Creating knowledgePrimed to move onto
creating new knowledgeMoving into the shadow system
*
The workplace curriculum Must be based solidly on:The
concepts discussed previously The theories of adult learning
and The four stages of HRD Individual change transition model
SecurityAnxietyDiscovery IntegrationThe individual model of
adult learning
*
Individual adult learning
- See Figure 12.1
Engagement decisionFormulating goalsTrial and errorSeek
supportSeek expertiseProduction phaseAutomation and tuning
stage repetitive learning procedurestechnical rationality

5. problem solving & defining Increased confidence and abilities
*
Challenge of workplace learningVery few organisations can do
itPower of workplace learningThe need for learning quickly
becomes obvious (readiness to learn)Active learning is fully
utilised (active learning)Using Figure 12.3, elements of learning
are repeated (over learning)Learner watches, and listens to,
what is being done (multiple-sense learning)The supervisor
provides continual updates on progress (feedback)The content
to be learned is highly relevant (meaningful material)The
learning is immediately used in the workplace (transfer of
learning).
*
HRA 360
The textbook Compensation Management in a Knowledge-Based
World spends several pages defining important legislation that
affects employment in the U.S. (see pp. 81-105). Choose 1 piece
of legislation (Act or Amendment) from one of the following
sections:
Wage & Hour Legislation
· Pension & Benefits Legislation
· Antidiscrimination Legislation
· Legislation for Public Employees
Briefly explain the legislation in your own words, discuss
whether it has achieved the intended effect on employee’s rights
and compensation, and explain how you might recommend
strengthening this legislation. Incorporate applicable current
events into your discussion. Be sure to cite your sources, if any.
Specifically:
· What points would you add to your peers’ discussions to
support their positions?

6. · Where do you and your peers disagree?
· How practical were your peers’ discussions of how to
strengthen the laws? Would these plans be difficult to
implement in the “real world?”
HRA 498
How do the major activities and systems of HR workers (e.g.,
Strategic HR, Selection, Recruitment, Retention, Training,
Performance Appraisals, Compensation, Benefits, Risk
Management and Union/Management Relations) intersect with
the major business systems of organizations (Marketing,
Management, Accounting, Economics, Legal, Information
Systems, International Business, the Quantitative areas, and the
Finance area)? Do they cross paths? How? Are HR workers
informed about other areas of the business? Cite the opinions of
some experts (journals, etc.) who talk about the issue of how
HR can be better integrated with the other actual business areas
of an organization.
Your initial response should not consist solely of opinion
statements, but be supported by factual information. As
references, you may use your textbook or other articles and
resources. Remember to use APA format for in-text reference
citations.
PSY 338
Having read about psychology’s entrepreneurs and the
marketing of industrial psychology, posta considered opinion of
why psychology’s testing technology was widely accepted but
scientific management was widely criticized. What differences
existed between the two that resulted in their having different
experiences? What was it about the zeitgeist of the times that
resulted in these outcomes? If both were introduced (as brand
new) to society tomorrow, would the outcome be any different?
How would they be accepted if they were
introduced tomorrow?

7. Managing Learning and Knowledge Capital
Human Resource Development:
Chapter 10
Implementing the unstructured learning strategies
Copyright © 2010 Tilde University Press
Role of the HR developer
Learner has responsibility for generating knowledgeHR
developer manages the processSupportMicro-
skillsPatienceActive listeningEncourage self-
evaluationAcceptanceRelease energyPrepared to learnA
different value system
*
Assumptions of managing the processBased on rational
discourseWill be more successful when the participantshave
equal opportunity to participateare free from coercion and
distorting self-deceptionare open to alternative points of
viewcare about the way others think and feelhave free and
informed choice, andkeep testing the validity of the choices,
especially as the choices are being implemented
*

8. Problem-based learning
Founded on a real-life problem from the
workplace.The problemprovides the trigger needed to make the
learners thinkrelevant and of interest to the learner
multidimensional and cover a complexity of issues The
processpresentation of the problem to the learners can take
many formsSee page 328 in Chapter 10 for the nine stepsIn
practiceTends to be more successful in situations where
physical evidence of problems is evident.
*
Contract learningThe learning contractLearning objectives Non-
negotiable– by the facilitatorEquivalent of a passNegotiable –
by the learnerContent, learning methods, evidence and
criteriaBy the learnerThe processLearner should NOT be thrown
into the strange waters of SDLSee pages 332 to 334 for the 13
steps in the processContract learning in practiceCan develop the
deeper levels of the HLO
*
Action learningL=PI+Q+R CharacteristicsLearning by doing
and to take effective actionLearning to identify the important
questionsEssential elementsThe real-life project – see Figure
10.3The learning setThe set advisor and System BetaAction
learning in practice Entails taking risksDevelop own
abilitiesAim to modify existing practice in the workplace
*

9. Change interventionsPeople analysing/developing own solutions
to their own problemsFacilitator manages process -stays out of
the contentGroup dynamicsUse of modelsFor example, action
researchAim is to transform a social systemChange
interventions in practiceUse of other specifically designed
modelsFor example, team building, conflict resolution
*
MentoringSuccessful mentoring programsa set of techniques -
and a philosophyMentors need to be developed, have resources,
gain satisfactionThe mentor–protégé synergyCareful selection
of mentorsNeeds compatibilityThe role of the mentorUses
appropriate learning strategiesUse counselling skillsMentoring
in practiceMentors are special people
*
E-LearningCan cover a variety of facilitiesHaving access to the
internet. The administration of learningComputer Assisted
Learning (CAL)Online e-learning Unfortunately, it is sometimes
assumed that online
e-learning equates with self-directed learningFrequently, what
is presented as online e-learning is merely the administration of
learning
*
E-Learning (cont)Challenges to designing online e-learningLack
of focus on interpretation and meaning. Loss of complexity.
Formality. Limited room for the informalThe focus of
technologies Learner isolation. Four greater barriersNot having

10. access to computer technology needed for e-learningSome
learners do not have the computer skills (digital
divide?)Successful use will depend heavily on learner
maturityUnstructured learning strategies need a facilitator
*
E-Learning (cont)Potential benefits of online e-learningSelf-
paced so learners have control over when and where Enables
flexibility in timing and locationCan access learning on an as-
needs basisAfter the initial investment, the costs of training are
lowerLearners can choose the type of media they prefer
Administration can be handled electronicallyEvaluation of
learning can be incorporated/linked to other HRMFuture for e-
learning is very positiveAs technology progresses, so will the
opportunities to
use e-learning
*
E-Learning (cont)Meeting the challengeLearners need
development in the technology to be used.Good IT programmers
be involved in the learning design Ongoing support during the
period of the online e-learningLearning system must be efficient
and effectiveFacilitators need content expertise,F2F facilitation
skills and willingness to use the online process.Design must be
based on the principles discussed in Chapter 7Assessment must
be flexible and relevant
*
E-Learning (cont)On-going challengesCurrent digital

11. technology does NOT mirror the unstructured learning
strategiesMainly asynchronousNewer technology solutions (e.g.,
interactive avatars) are
too expensiveCritical barriers still slow the uptake in
organisationsE.g., entry costs, technical complexityOnline E-
learning is predicated on explicit knowledgeNeeds supportive
organisational structure and culture
*
Blended learningAn attempt to meet challenges of online
e‑learningSome suggestions for appropriate designOnline
learning is ideal for presenting programmed knowledge Online
learning can be used for upper levels of the task and
relationships categories of HLODeeper levels of HLO best
developed as F2F learningTherefore, blended learning designs
should have:The learners cover basic building blocks of the
required knowledge by online e-learningWhen the assessment
indicates that they are proficient at this levelBring learners in
for the F2F interactions to develop the deeper levels of the HLO
*
Blended learning (cont)Successful blended learningA ratio of
1:5 of online e‑learning to F2F learning is about rightWith F2F
learning, use spaced learning and active learning. First develop
the learners Then allow them to develop the knowledge and skill
on-the-jobOnline e-learning is not a cost-cutting activity.In
reality, both on line and F2Fwill eventually cost the same.Better
to commence the learning episode with an on-campus workshop
Takes time for people to become comfortable with online
e-learningMake sure that the learners do not experience any

12. technical difficulties
*
Managing Learning and Knowledge Capital
Human Resource Development:
Chapter 7
Design – the two main considerations
Copyright © 2010 Tilde University Press
A CHOICE
Depending on your knowledge of HDR
you may prefer to read first about
the learning strategies
in Chapters 9 and 10
*
Curriculum designMust containKnowledge that is of worth the
learnersActivities that are most effectiveMost appropriate way
of organising the activitiesKnowledge that is of worth to the
organisationMust apply the adult learning theories (see Chapter
2)The variablesThe learning outcomesThe learning
strategiesThe learnersThe context variables – numbers, time,
quality of HR developers
*

13. Constructive alignmentLearning outcomes come from the
HRDNILearning outcomes define learning strategiesLearning
outcomes define assessmentLearning strategies and assessment
interact with each otherSee Figure 7.1First step is to categorise
the learning outcomes
*
Hierarchy of learning outcomesSee Figure 7.2The hierarchy of
learning outcomes (HLO) categorises learning outcomes or
learning objectives or competenciesThe top emphasises explicit
knowledgeThe bottom emphasises tacit knowledge and frames
of reference
*
Hierarchy of learning outcomes (cont)Examine each of the
categories in Figure 7.2Consider how they move from explicit
to tacitCategoriesProgrammed
knowledgeTaskRelationshipCritical thinkingMeta-
abilitiesConstructive alignment - describe the logic that links
each category to specific learning strategiesSee left hand
column of the HLO and Chapters 9 & 10
*
Practical use of the HLOProvides an initial logic and
predictabilityFlags the most likely learning strategyIndicates
clearly which learning strategies

14. are not suitableIndicates which learning strategies may be
inappropriate (the next stage may affect this decision)Provides a
basis for the design criterion of simple-to-complex.
*
LearnersThe second important variable for constructive
alignmentShould have data on potential learners from the
HRDNIReview the concepts in Chapter 3
*
Learners (cont)Some specific variablesCurrent knowledge of the
topicStart where the learner is at (Principal of
learning)MotivationExpectancy-valence theoryBiggs’ theory –
utility, achievement, interestLearning orientationStages 1 to 4 –
preference on pedagogy vs andragogy At what stage are your
learners?Learning stylesReflectors, theorists, pragmatists,
activists
*
Designer’s checklistCategorise learning outcomes using
HLOIdentify building blocksIdentify critical characteristics of
the learnersExplore how the learning cycle can be usedEnsure
opportunities for feedbackCombination of qualitative and
quantitativeFrom an external source (e.g., HR developer)From
an internal source (i.e., encourage self assessment)
*
Learners (cont)

15. Learning cycleHave an experience (activist)Review the
experience (reflector)Conclude from the experience
(theorist)Plan the next step/experience (pragmatist)
A good basis for curriculum designThat is, use all four learning
styles
*
Managing Learning and Knowledge Capital
Human Resource Development:
Chapter 5
Performance appraisal and career development
Copyright © 2010 Tilde University Press
The importance of performance appraisalOne of the most
misunderstood HRM functions A process that everyone loves to
hateBut is criticalPA must achieve outcomes areas, such
as:Basis of HRDNIEncourage the development of staffCost
effective The most direct and dynamic link between on-the-job
performance and human resource development
*
Performance management Key elements of performance
management :normal interactive process between managers,
individuals and teamsbased on agreements, accountables,
expectations and development plansa continuous
processPerformance management unites performance appraisal
with the other organisational subsystems and strategies.
Performance appraisal (PA): Concentrates on the individual

16. Provides a unique set of information for HRDNI
*
Performance appraisal – a natural processAppraising something
- measuring the extent of its value to usWe make hundreds of
judgements each dayAppraisal has four stageshaving some
predetermined standardobserving some event or
objectcomparing this observation against the predetermined
standard, and taking some action
*
Performance appraisal – a unique processCan play a unique role
in engendering or destroying trustCommunication is the key –
see Figure 5.1Plays a pivotal role in HRDEssential part of the
evaluation of the investment of developmental activities.Its
need for trust and its complexity may be why some managers
shy away from PA
*
Impact on the HR developer
Involved in PA in a variety of waysIn both the surveillance &
investigatory stages of HRDNIDesign, develop and instigate a
PA systemDevelop both the managers and the appraisees in the
reciprocal skills necessary to conduct PAs ensure that the
special interaction between managers and staff fulfils the
fruitful opportunities offeredThe appraisal interaction between
manager and staff member is a dynamic developmental episode
when handled correctly—but an absolute disaster when handled

17. incorrectlyThe results provide specific and indispensable
information for the evaluation stage
*
Impact on the HR developer (cont)Eight principles for a
successful performance appraisal systemTwo types —
administrative and developmentalThe use of a cascade
processPerformance standards are based on a current job
analysisObserving the events using appropriate observation
methodsUsing realistic comparisons between the observed data
and the predetermined standardtaking action through the use of
appropriate feedback methods creating action plansThe action
plans must become the inputs for a developmental program
*
Types of performance appraisal
Administrative performance appraisalmaking decisions for
salary increments, promotions, retrenchments and succession
plansa critical part of the control function in an organisation
Developmental performance appraisals identifying, honestly and
accurately, the developmental needs of an individual Are
conflicting in natureThe main variable is trustBoth processes
have commonalities
*
Basic process of PAJob analysisGathering and recording
information on a jobResearch methods as used in the
HRDNIWhat are the tasks and duties of this particular position?

18. What are the expected outcomes of these tasks and duties?
Creating the two basic documentsJob descriptionJob
specificationThe predetermined standard
*
Basic process of PA (cont)Observing the performanceThe
whatThe whoThe full periodThe comparisonVisual
recordGraphic rating scale and Behaviourally anchored rating
scale See Figure 5.6
*
Basic process of PA (cont)Feedbacktell-and-sell
(Administrative ?)tell-and-listen (Administrative ?)
problem solving (Developmental ?)Also depends on job
maturity Action plansPermanent and reliable record For the
administrative appraisal, the usual record is a report For the
developmental appraisal, an action plan The what - e.g. the
learning objectives The who - person responsible for the
actionThe how - type of learning – formal? Informal?
*
Surveillance system
The developmental performance appraisal process is the key
surveillance system for any HRDNI the information on the
action plans is used for two purposes: to design learning
programs for individuals to investigate trends identified from
the collation of several individual action plans for further
hidden needs

19. *
Legal issues in PA
A PA holds weight in the legal environmentEither as a shield
against legal proceedings Or a distinct legal/ financial risk
Legal ramifications Not having one poses an enormous riskThe
job analysis needs to producejob descriptions that are
accurateKPIs that are reasonable and achievablejob
specifications that are logicaluse measures that can be proven to
be reliable and valid
*
Career management
The comparison between the needs of the individual the needs
of the organisation Critical because of the long lead times often
needed for the development of people for new roles and
responsibilitiesThe organisation matches the needs of the
staffwith the organisation’s requirements for flexibilityto
achieve a balanced mix of primary, secondary and peripheral
staff
*
Careers
Traditional vertical career Within a single organisation An

20. orderly, predictable upward progressionThe psychological
contract Protean career Self-directed orientationImplies
independence from external career influences Individual
evaluates career goals using internal values Greater mobility
and a more whole-of-life perspective Boundaryless career
crossing organisational and professional boundariesjob security
is replaced by employability
*
Career development
On-goingReciprocal interaction between employee and
employerEnhancing capabilities so that the individual is not
restricted to a particular job/career/ organisationThe process
contributes to organisational successBeing inclusive rather than
exclusive to a fewBeing formal and informalIndividual and
work priorities influence choice about careers and
developmental opportunities
*
Career counselling
Help to develop them reach their career goalsCareer
motivationCareer identity - personal values according to
workplaceCareer insight - ability to evaluate own strengths and
weaknessesCareer resilience – how cope with the problems that
arise at work
*

21. Career counselling (cont)Career anchorsPattern of talents,
motives and values that guide/constrain/stabilise/integrate
careerA number of types, such asTechnical
competenceManagerial competenceWanting securityWanting
creativityPreference for autonomy
*
Career counselling (cont)
Individual’s personal environment Mix of work life, family life
and leisure lifeBalanceRole conflictsLife-cycle
modelExploration stageEstablishment stageMaintenance
stageDisengagement stage
*
Career counselling (cont)
Gather information on future careersWhat qualifications are
neededHow much supervised experience is requiredEmployment
opportunitiesLocations of employmentExpected working
hoursCosts of gaining qualifications and experienceEffects of
such a change on present lifestyle
*
Career counselling (cont)

22. Constructing action plansAction plan to make the change
happenPlans usually includeTime lineBudgetIncorporate a
reality check into the processE.g., visiting a work site
*
Career counselling (cont) Making the changeHow will the
specific change affect each member of the family? Is the new
employer financially stable? Is the culture ‘fit’ of the new
organisation appropriate?Is the physical working environment
be suitable?
*
Managing Learning and Knowledge Capital
Human Resource Development:
Chapter 4
HRD Needs Investigation:
An overview
Copyright © 2010 Tilde University Press
The importance of HRDNIOnly systematic way of
decidingWhether a HRD solution is requiredThe most
appropriate HRD solutionLinks HRD to the organisation’s
strategic planIdentifies whether staff have sufficient skills and
knowledgeMinimises waste of resources, such as staff
timeMaximises potential benefits of the learning interventions
*

23. HRDNI definedIdentifies the gap – expected vs actualFour
categoriesPerformance deficiencyDiagnostic auditDemocratic
preferencePro-active analysisMay have multiple meaningsOne-
off investigationOngoing surveillanceScanning of future
problems and challengesMust do a General Needs Analysis
firstIf a HRD issue, then do a HRDNI
*
The HRDNI identifiesThe content and learning objectivesThe
populationThe resources neededThe context and organisational
politics
*
Two levels of HRDNISurveillance levelContinually survey the
internal and external environmentOrganisational strategic
planHRD strategic planThe internal environmentQuality control
system and safety reportsFinancial control systemStaff turnover
and sick leavePerformance appraisal systemManagerial
observation
*
Two levels of HRDNI (cont)The investigation level – when
surveillance stage indicates a possible issueData
gatheringInterviewing and focus groups (see Chapter
6)Organisational records, observation, assessment centresData

24. analysisQuantitative and qualitative techniquesLearning
objectives – terminal behaviour, Standards,
ConditionsCompetenciesLearning outcomesOther components –
e.g., target populationPivotal nature of learning objectives
*
Investigation planOperational baseAuthority baseKey role
playersInitiatorDeciderLoose connectionsOther sources of
informationInvestigation methodsTime framesAllow time to
analysis and writing report
*
Selecting a HRDNI methodThe strategic orientationAdvantages
and disadvantages – see Table 4.2Initial impressions not always
accurateOrganisational politicsEspoused theory vs theory-in-
actionOrganisational defence mechanismsThe above 3 cannto be
dismissed – but cannot be ignored either
*
The HRDNI reportReason for conductingDescribe the
investigatorDescribe processes usedDefine the learner
populationDefine learning outcomes and learning
objectivesJustify the design learning experiences neededNote
information that can be used in the learning experiencePlan the
evaluation
*
The need for the HRDNIOften not done, because:Can be

25. difficult and time consumingAction is valued over researchMore
attractive options (e.g., fads)Lack of senior management
supportCannot hide from the strategic imperatives Important
underlying precepts of HRDNIIs a dynamic and continuous
processThe investigation stage must satisfy a demandInvest to
insure subsequent action is more efficient & effectiveDecreases
the risk of inappropriate action
*
Managing Learning and Knowledge Capital
Human Resource Development:
Chapter 3
Individual differences in adult learners
Copyright © 2010 Tilde University Press
Adult learning populationOutnumbers childrenLiving
longerNumbers will continue to increaseIndividual
differencesWill refine and develop personal frames
of referenceMulticultural societies
*
EthnocentricityThe belief in the intrinsic superiority of one’s
own
cultural normsOne of the biggest constraints within
organisationsStereotyping – generalisations based on
prejudiceDiscrimination – unfair treatment of based on some

26. prejudiceHarassment – designed to humiliate, offend,
intimidateDiscrimination and harassment caused by fearIllegal
in Australia and New Zealand
*
Celebrate individual differencesIndividual differences are a rich
source of knowledge and creativityOrganisations must harness
the potential of this unique energyGains the organisation a
competitive advantageWill lead to higher levels of productivity
and lower turnover
*
Characteristics of adult learnersAdult learners will differ on a
number of characteristics – for
example:AgeImpairmentGenderCultural backgrounds
*
Age –18 years +Stage models – for initial judgements on
learningLate teens – search for meaningMid-twenties – raising a
family and securityMid-thirties – Questions life
achievementsFifties – come to terms with personal
mortalitySixties – contentment or sorrow for lost
opportunitiesHistorical embeddednessCritical historical
momentsShape thoughts/frames of referenceCould form a
barrier or become a resourceOlder learnersYounger learners
*
Older learnersIncreasing part of the workforceNegative

27. stereotypes are main barriers in learning When designing
learning experiencesPresage factorsIncrease in anxiety; prefer
personal controlLearning environmentSimilar aged cohort; safe,
less formalComplex learning experiencesDependent as well as
independentPassively seek and actively seek knowledge
*
Youth learnersBetween 17 and 25Neural transformation still
taking placeStill maturing in areas of attention, planning,
working memoryStill learning to regulate emotional and
impulse controlLearner characteristicsSurface learnersRespect
for professional knowledgeLearning is only one part of their life
worldPrize credentialismLearning designUse curiosityFocus on
positives
*
ImpairmentMental or physical difficulties that may impair
learningDeterioration through age, health or social historyMust
help such learners meet the challenges
so that they can learn.
*
GenderMales and male experiences are still seen as the
normFeminist pedagogyAuthentic understanding, relations and
connectednessSupport in learning situations for those returning
to workAvailability of flexible learning
alternativesGenderIncludes other sexual
orientationsHomophobia is the dominant factor inhibiting
learning

28. *
Cultural backgroundsA set of assumptions about the world and
how it worksLow context cultures‘What’ is said more important
than ’How’.
High context culturesThe situational context – non-verbals,
what is not said – is more important Individualistic
culturesPrize self-reliance, creativity, equalityCollectivist
culturesIndividual goals defer to group goals
*
Our multicultural societiesA rich source of
knowledgeIndigenous Australian and MaoriOther major
influences such as European, Asian, African, Middle EastMajor
religionsAll have been involved in learning for centuriesNeed to
harness this energy and knowledge
*
Impact on the HR developerDeeply affected in two waysCan
model how to maximise the use diversityNeeds to be inclusive
in learning designRecognise the differencesSee table 3.3
forLow/high contextIndividualist/collectivistLow/high power
distance/Utilise the advantages and challenges
*
Utilise the advantages and challenges

29. Conduct comprehensive HRDNIChart common groundRecognise
misconceptionsFacilitate creative outcomesRespect differing
communication preferencesBe sensitive to food and other
requirements
*
GlobalisationInteracting on global scale Developing staffCross-
cultural and language trainingBe aware of differing
communicative practicesDemonstrate culturally appropriate
behavioursDiffering sex role equalityHelp staff develop
psychological buffersSome knowledge of languageSupport
repatriates
*
Globalisation (cont)Overseas learning interventionsMay have a
variety of nations representedWill have an overriding dynamic
of cultureDifferent administrative issuesConsider the local
political environmentDiffering role of the HR developer
*
Managing Learning and Knowledge Capital
Human Resource Development:
Chapter 2
Adult Learning
Copyright © 2010 Tilde University Press

30. LearningA relatively permanent change in behaviour or
behaviour potential resulting from experiencesA complex
process that occurs throughout life that allows people to adjust
to the many changes that occurOne becomes more capable of
more sophisticated, more flexible and more creative actionIs
what makes humans unique
*
Adults as learnersAdults may use learning processes that are
different from of childrenAssumptions of pedagogical and
andragogical models of learningAdult learning
principlesRelevant to the real life situations and
problemsIncorporate the rich experiences of the learnersInvolve
the learner
*
Basic types of learningClassical conditioningUnconditional
stimulus/conditioned stimulus leading to the responseBehaviour
modificationEvery behaviour is supported by a
rewardModellingImitate the behaviour of an important other
*
Two basic types of knowledgeTacit knowledgeIn the mind of
the individualUnarticulated and tied to the sensesImportant for
solving problems or challengesExplicit knowledgeCan be
declared – e.g. drawings, writingsCan be shared at low cost
between individuals
*

31. Processes of generating knowledgeCombinationExplicit to
explicit – e.g. this lectureExternalisationTacit to
explicitSimplistic form of the tacitInternalisationExplicit to
tacitReflectionSocialisationTacit to tacit
*
Transformational learningInstrumental learningLearning to
control and manipulate the environmentCommunicative
learningUnderstanding each other’s inner worldEmancipatory
learningBecoming free of hegemonic assumptions
*
Instrumental learning
Learning to control and manipulate the environment
Same as communicative learning
Assumes a set of universal information that can be transmitted
For example, learning how to use a machine safely
Based on a number of principles of learning
*
Principles of learningStarting with the knownIdentify the
learner’s current level of knowledgeReadiness to learnWill be
more effective when ready to learnPart learningSeparate into
small pieces – e.g. 7 + or - 2Spaced learningPut spaces between
the pieces e.g. timeActive learningLearning by doing – also can
be a space
*

32. ActivitySelect a blank piece of paperTurn all your notes upside
down so you cannot see themOn the blank piece of paper, list
the first five principles of learning, in orderPeople will be
nominated to identify each principal Others will be asked to
describe the principal
*
Principles of learning (continued)Over learningRepetition in a
subtle, yet effective wayMultiple sense learning80% of
information is taken in through sight FeedbackInformational
and motivationalMeaningful materialAcceptable and useful to
the learnerTransfer of learningSimilar to the working situation
*
ActivitySelect a blank piece of paperTurn all your notes upside
down so you cannot see themOn the blank piece of paper, list
the last 5 principles of learning, in orderPeople will be
nominated to identify each principal Others will be asked to
describe the principal
*
Communicative learningDynamics of understanding
othersValidity of another’s personal beliefsNot a debate. A
debate uses Model I theory-
in-use:Remain in unilateral controlMinimise losing and
maximise winningSuppress negative feelingsGive the
appearance of being rational
*

33. Communicative learning (continued)DiscourseSearch for
common understandingJustification of a beliefRational
discourseAllows each party to understand the position of
the otherReflective discourseOccurs after rational
discourseCritical assessment of viewsMay lead to change of
personal beliefs
*
Communicative learning (continued)Is often avoided when
designing a learning programNeeds more time Needs highly
skilled facilitatorIs important becauseTends to have a more
profound and long-term impactDevelops critical thinking and
critical reflectionWill occur when using learning strategies such
as the discussion, case study and role play
*
Emancipatory learningTransform basic frames of
referencesThose deep-seated underlying value systems that
shape our everyday behaviours and attitudes.Consist
of:Paradigmatic assumptions Prescriptive assumptionsCausal
assumptions
*
Role of frames of referenceAutomatically selects a
behaviour/attitude – thus saving time and energyFilter
information, accepting that which supports & rejecting that

34. which does notVery well defendedAny change is usually
accompanied by a highly emotional reaction
*
Changing frames of referenceIncremental approachGradually
change an associated cluster of causal and then prescriptive
assumptionsUsually through communicative learning and
modellingEpochal approachDisorienting dilemma causing
cognitive dissonanceCritical reflection –
content/process/premise reflection
*
Importance of emancipatory learningChanges a hegemonic
assumptionSeem to make life easier but work against our long
term best interestsCritical reflection is the keySuch change is
critical to organisations so that the organisation can survive the
dynamic environments
*
Critical thinkingThe logic we use to change our knowledgeThe
“Q” part of L = P + QComponentsProblem solvingScientific
problem solvingSystem betaCreativityEvaluationDialectic
thinkingLogical reflection
*
UnlearningNatural forgetting is now not quick enoughIndividual
unlearningThe overwriting modelThe parenthetic modelThe
longer in the job, the more difficultManaging

35. unlearningFeelings and expectationsIndividual inertiaHistory of
organisational change
*
Encouraging unlearningExplaining the need for
changeOrganisational support and trainingContinuing support
after implemenationPositive experience and informal support
*
Holistic adult learningSee Figure 2.1The overlap of tacit
knowledge and paradigmatic assumptionsThe role of
emotionsThe linked role of critical thinking and critical
reflectionThe filtering down of all of the above into a simplistic
form called “explicit knowledge”We see explicit knowledge as a
behaviour
*
The practical applicationAdult learning is much more than
instrumental learningJust look at all the concepts discussed in
this chapter !Adult learning is even more complex, consider:The
time delay in learning (see Figure 2.2)The effect of stress on
learning (see Figure 2.3)
*
Managing Learning and Knowledge Capital
Human Resource Development:

36. Chapter 1
Introduction to HRD
Copyright © 2010 Tilde University Press
The business environment
Change will keep occurring at a rapidly escalating rateFaith in
corporate Australia and New Zealand has deterioratedA common
theme in these corporate disasters has been the lack of training
and development
of staffThe knowledge of their staff is the component most
critical for the success of organisations
*
Management re-engineering
Unfortunately, the focus on dollar savings often became the sole
justification for actions in many organisations costs cannot be
eliminated; they can only be transferredSome negative effects
of the ‘cost-saving syndrome’ include: Loss of
knowledgeIgnoring traditional but critical processes and
standards.Forgetting that loyalty is a two-way streetThe
‘everything is saved’ mentalityThe anorexic syndromeFocus on
money
*
The traditional management approach
Based on ‘Machine’ metaphor emphasises linear processes and a
search for cause-

37. and-effectSevere limitations of relying only on the traditional
management theories, including:Great difficulty in adapting to
changing circumstancesMindless and unquestioning bureaucracy
that is destined to always perform the same actions, no matter
whatConcentration on the detail – if in doubt, divide the detail
further and undertake even more micro-measurements,
andDehumanising of employeesIs still needed – but does not go
far enough
*
Knowledge capital
A unique resourceKnowledge is a multifaceted conceptjustified
true beliefthe capacity to define a situation and act
accordinglyexplicit (can be enunciated) and is tacit (beliefs,
intuition, complex skills) Levels DataInformationInert
knowledgeEmbodied knowledge
*
Complexity theory Two dependent and relating systemsThe
legitimate systemEfficiency – traditional management
processesthree important roles Operates near-to-certainty Day-
to-day activities Audit any change Negative feedback loops
Single-loop learning Source of immediate organisational
survival – and this gives the legitimate system power
*
Complexity theory (cont)The shadow systemCreativity.three
important rolesOperate far-from-certainty Import and create
new knowledge Export the new knowledge to the legitimate

38. systemPositive feedback loops Double-loop learning Self-
organising groups - heart of the shadow system
*
Complexity theory (cont)If the legitimate system has too much
power- will lead to a toxic organisationUses defensive
mechanisms to maintain powerIf the shadow system has too
much power, will lead to chaosBounded instabilityEach system
has appropriate powerLegitimate system retains sufficient
efficiencyShadow system creates sufficient knowledgeA state of
continual tension
*
The adult learner
Learning (individual & group) fundamental to organisational
survivalSome key action areas for adult learning:Understanding
the needs of adult learnersSupporting learning in the workplace
Ensuring access to opportunities Organisations are becoming
more dependent on the skills and knowledge of their workers
Adult learning in societal, community and organisational life is
complex, contested and contextual
*
HR developer and the management of knowledge
The role of the HR developer must expand beyond the
traditional roleThe full responsibility for the development of
staff rests with the immediate supervisorThe supervisor may
take on the role of HR developer.Or the supervisor may delegate

39. the HR role to a third party – such as the in-house trainer or
external consultant. Will still use the four stages of:Needs
analysisDesignImplementationEvaluation
*
Within a wider theoretical context
The functions of HRMAll of the HRM functions will link with
HRD. However, the more important are:Strategic human
resource planning Inductionperformance appraisal, The context
of HRDSee Figure 1.2
*
Human Resource Development – December 2014
The task - Case Analysis
Drawing from theories and models that inform adult and
organisational learning, analyse the case below and make
recommendations for action.
You may identify a number of issues or concerns in the case. In
framing your response to the case it is recommended that you
concentrate your efforts on the most critical. It is important
that you explicitly establish a link between the critical issue and
the relevant literature.
Academic references: You will need to demonstrate that you
have a good understanding of the relevant academic literature.
While an exact number of academic literature cannot be given,
it is expected that you will use between five and eight academic
references.
Words: 2,500

40. Due: 21 March 2014.
Human Resource Development Scenario
Akaline Inc is a Singaporean based petrochemical company. It
produces approximately one million tonnes of ethylene per year.
The Singapore plant has an enviable safety record and in the
last financial year it recorded the following incidents:
1. Fatalities: 0
2. Permanent injury: 1
3. Lost time or restricted capacity to work: 10
4. Minor First Aid: 21
Five years ago Akaline Inc formed a joint venture with a
Vietnamese company to build and operate a petrochemical plant
in Vietnam. Akaline brings to the joint venture international
expertise in operations and plant systems.
The plant was completed approximately eighteen months ago
and after an initial period scaling-up it is supposed to be
operating a full capacity. While the plant was under
construction the Human Resources department was busy
recruiting local engineers, operational staff and maintenance
personnel. The Human Resource Development team of which
you are a member, devised a comprehensive training program
for all staff that had been recruited for the new Vietnam plant.
The training included occupational, health and safety, standard
operating procedures, plant/maintenance operation and where
appropriate team leadership. All the new operators and the
majority of the new maintenance recruits spent between three
and six months at Akaline’s Singapore training facility.
While the Vietnam plant performed according to expectation
during the six month scale-up period it has struggled to reach
its production targets in the ensuing 12 months. Management
based in Singapore have struggled to understand this. One
reason could be that during the scale-up stage experienced

41. engineers and managers from Singapore were ‘on-hand’ to
assist. Another possibility is that the targets that were set by
Singaporean operational management were too ambitious.
However operational management were under pressure from
executive management to establish those targets given the need
to meet the financial targets and satisfy the banks that had
provided capital for the Vietnam plant.
It is already apparent that safety is a cause for concern. Two
weeks ago one of the plant’s maintenance staff was killed when
he entered a chamber and was overcome with ammonia. Four
other staff was also injured and required hospitalisation. This
was the latest in a series of incidents. An initial investigation
revealed that the Standard Operating Procedures that were based
on the Procedures used in Singapore were not being
implemented in the manner intended. The SOPs covered both
operations and maintenance. The maintenance area in particular
would appear to require urgent attention.
Senior management in Singapore have decided that urgent
action needs to be taken. As a senior HRD practitioner you have
been given the task to develop a HRD intervention.
Assessment criteria and their indicative weighting are:
· Analysis of the case – identify critical aspects of the case (6)
· Critical review of appropriate HRD models, concepts or
theories (12)
· Evaluation and recommendations (14)
· Clarity of writing (6)
· Appropriate acknowledgement of sources (4)
· Overall coherency and quality (8)